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Patriotism. 


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George  Thacher  Balch 
Captain,  Cadet  Corps 
Class  of  1851 
V;est  Point,  U.S.M.A. 

(Portrait:  Gift  of  Miss  Mary  Floyd  Williams) 

December  1948 


METHODS 


Teaching  Patriotism 


PUBLIC  SCHOOLS. 


BEING   AN    EXTRACT   FROM   AN    ADDRESS    DELIVERED   BEFORE   THE 

TEACHERS    OK    THE" 


CHILDREN'S   AID   SOCIETY 


CITY  OF  NEW  YORK, 


COLONEL   GEO.    T.    BALCH, 

Auditor  of  the  Board  of  Education  of  tiie  City  of  New  York, 


June  28,  i88g. 


NEW  YORK: 
D.  Van  Nostrand  Company,  23  Murray  Street. 

1890. 


Copyright,  i8go, 
by  GEORGE  T.  BALCH. 


eDueATlo^^  ugt^r, 


PRESS   OF   DE  LP.EUW   4   OPPENHEIMER, 
231    WILLIAM   STREET,    N.  Y. 


To 
J.    EDWARD    SIMMONS,    LL.D., 

President  of  the  Board  of  Education 
of  the 
City  of  Nezv  York, 
zvho,  of  its  7nany  presiding  officers,  first  sug- 
gested arid  earnestly  advocated  special  attention  to  insiricctio7t 
in  Patf'iotism,  as  an  integral  part  of  the  curricuhim 
of  its  Public  Schools, 
this  review  of  the  best  methods  of 
teaching  patriotism  in  those  schools,  is 

RESPECTFULLY  INSCRIBED. 


PRKKACK. 


If  we  would  seek  to  ascertain  tlie  true  sources  of 
those  dominant  moral  and  intellectual  influences^ 
which  are  destined  to  sway  most  potentially  and 
determine  the  character  of  this  nation,  during 
the  next  thirty  years  of  its  history — in  the  dawn 
and  morning  of  the  twentieth  century  —  as  well 
those  which  tend  to  hasten  its  degeneration  or 
decay,  as  those  which  shall  foster  and  promote  its 
greatness  and  augment  its  political  strength  and 
power,  we  must  go — not  to  its  legislative  halls,  not 
to  its  courts  of  law,  not  to  its  great  centers  of  manu- 
facture or  commerce,  not  to  its  collections  of  art 
treasures,  not  to  its  conventions  of  political  parties, 
nor  to  its  churches,  but  to  its  schools^  and  there 
study  and  learn  how  five  hundred  and  fifty  thou- 
sand teachers*  are  to-day  molding,  shaping  and 
directing  the  physical,  moral  and  mental  habits,, 
and  slowly  building  up  and  forming  the  characters 
of  fifteen  millions  of  the  children  of  freemen,  to  fit 
them  in  manhood  and  womanhood  for  their  duties 

*  I  estimate  the  number  of  teachers  in  the  public  schools  of 

the  United  States,  in  iSgo-iSgi,  at 450,000 

And  those  in  the  private  schools  at 100,000 

Aggregate 550,000 


VI 


and  obligations  as  American  citizens,  in  the  grand 
onward  march  and  progress  of  this  people  along 
the  highway  of  the  centnries. 

A  patient  and  conscientious  investigation  of  the 
nature  and  constitution  of  these  influences,  extend- 
ing over  a  period  of  several  years,  has  forced  me, 
most  reluctantly,  to  the  conclusion,  that  while  as  a 
people  we  are  with  reason  proud  of  our  past,  and 
are  justified  in  being  filled  with  glowing  anticipa- 
tions of  our  future,  we  have  not  sufiiciently  heeded 
the  teachings  of  history,  and  have  failed  in  the 
past,  and  are  too  generally  failing  to-day,  to  famil- 
iarize the  rising  generation  with  those  great  politi- 
cal and  moral  axioms  and  principles  upon  which 
this  government  was  founded,  in  theory  at  least,  and 
only  by  a  strict  observance  of  which  in  our  public 
conduct  and  deportment  can  we  ever  reasonably 
hope  to  maintain  in  their  integrity,  those  inestim- 
able and  priceless  blessings  of  liberty  of  thought, 
of  speech,  and  of  action  which  we  have  inherited 
from  the  founders  of  this  Republic. 

Through  the  effects  of  a  growth  and  an  abun- 
dance of  material  wealth,  such  as  no  people  recorded 
in  history  has  ever  experienced  or  acquired  in  so 
brief  a  period  of  time,  a  phenomenon  due  to  causes 
easily  analyzed  and  traced,  we  have  forgotten  too 
often  in  the  past,  and  are  to-day  still  tempted  to 
forget,  the  real  sources  of  our  greatness,  of  our  ex- 
ceptional prosperity,  and  of  our  political  and  relig- 
ious freedom ;  and  have  neglected  in  the  education 
of  our  children  to  emphasize  those  principles — em- 


Vll 


bedded  tliougli  they  are  in  the  constitution  of  every 
State  as  well  as  in  that  of  the  Union — in  the  strict 
and  sacred  observance  of  and  adhesion  to  which, 
lies  all  our  future  progress,  our  political  safety, 
our  honor  and  true  greatness  as  a  nation. 

It  has  been  my  endeavor  to  point  out  in  the 
address,  of  which  the  chapter  here  presented  forms 
a  portion,  this  radical  defect  in  the  curriculum  of 
our  schools,  both  private  and  public,  and  to  offer 
for  the  consideration  of  all  true  lovers  of  their 
country,  but  particularly  of  the  great  body  of  its 
teachers,  a  practicable  plan  by  which,  as  it  appears 
to  me,  this  defect  can  not  only  be  effectually  rem- 
edied, but  by  means  of  which  the  vast  frame-work 
of  our  forty-nine  state,  territorial  and  district  sys- 
tems of  public  elementary  education,  can  be  utilized 
and  converted  into  a  mighty  engine  for  the  incul- 
■cation  of  patriotism  throughout  the  length  and 
breadth  of  this  land. 

Such  a  plan,  possessing  the  advantage,  as  it 
necessarily  would,  of  the  vast  pecuniary  resources,"^' 
and  the  powerful  social  influences  which  even  now 
characterize  the  public  school  systems  of  this 
Union,  although  they  are  but  in  their  infancy — 
systems  which,  differ  as  they  may  in  details,  are 
nevertheless  co-ordinated  to  a  common  end  as  vital 
elements  in  the  nation's  growth — even  if  attended 
with  only  a  slight  degree  of  success  in  accomplish- 
ing the  high  purpose  at  which  it  aimed,  must,  from 

*  The  public  school  expenditures  for  1890-91,  in  the  United  States, 
aj:£  lestimated  at  f  150,000,000. 


vm 


tlie  very  nature  of  the  case  and  tlie  magnitude  ot 
the  numbers  which  it  will  affect,  produce  conse- 
quences in  the  course  of  a  generation  at  once  so 
momentous,  that  no  man  now  living  can  properly 
estimate  or  even  foreshadow  them. 

Not  the  least  of  the  powerful  social  forces  to 
whose  influences  on  the  future  of  this  people  I  have 
already  referred,  is  that  of  immigration.  A  move- 
ment which  within  a  period  of  seventy  years  has 
transferred  to  these  shores  fifteen  millions  of  aliens, 
speaking  more  than  forty  distinct  languages  and 
dialects  other  than  the  English  ;  a  vast  number  of 
whom  bear  in  their  physical  and  mental  features 
the  indelible  impress  of  centuries  of  monarchical  or 
aristocratic  rule  and  oppression,  and  who  have  been 
trained  to  an  implicit  belief  in  and  reverence  for 
ecclesiastical  institutions  which  find  no  place  in  our 
form  of  government,  has,  in  many  instances,  so 
diluted  our  civilization,  so  radically  modified  many 
of  the  social  and  political  conditions,  which  in  the 
past  have  characterized  our  national  life,  and  espe- 
cially have  so  frequently  exercised  a  most  baleful 
influence  upon  the  administration  of  our  municipal 
affairs,  as  to  lead  us  to-day  to  the  serious  considera- 
tion of  the  question,  of  adopting  such  heroic  rem- 
edies as  will  in  future  protect  us  from  the  evils  and 
dangers,  which  this  movement  together  with  our 
own  questionable  generosity  in  investing  large  num- 
bers of  the  more  ignorant  and  untrained  of  these 
accessions  to  our  population  with  all  the  rights  of 
American  citizenship,  has  brought  upon  us. 


IX 


If  for  no  otlier  reason,  therefore,  tlian  tlie  warn- 
ing which  these  evils  give,  we  should  lose  no  time  in 
adopting  such  measures,  with  respect  to  the  educa- 
tion of  the  oncoming  generation,  as  shall  eventu- 
ally protect  our  country  from  their  continuance ; 
measures  which  should  recognize  primarily  the 
absolute  necessity  of  the  precedence  of  the  national 
language  before  all  others,  and  the  careful  training 
of  the  whole  body  of  our  children  in  those  funda- 
mental political  doctrines  which  Americans  very 
properly  regard  as  the  very  segis  of  their  liberties. 

Passing  from  the  consideration  of  the  bearing  of 
these  momentous  questions  on  the  future  life  of 
this  nation,  to  that  of  how  far  such  questions  affect 
the  future  of  this  metropolitan  city  only,  and  to 
the  end  that  my  readers  may  be  put  in  entire  sym- 
pathy with  the  spirit  which  is  reflected  in  the 
methods  of  teaching  patriotism  outlined  in  the  fol- 
lowing pages,  it  is  necessary  that  we  go  back  a  few 
years,  and  together  trace  the  successive  steps  by 
which  I  was  led  to  prepare  this  monograph,  and  to 
examine  the  sources  from  which  I  have  drawn  in- 
spiration for  my  task. 

On  the  15th  of  February,  1886,  being  then  em- 
ployed in  the  office  of  the  Commissioners  of  Ac- 
counts of  this  city,  I  was  directed  b}^  these  of&cers 
to  make,  on  their  behalf,  an  exhaustive  examina- 
tion of  the  accounts,  the  organization,  and  the 
methods  of  administration  of  the  Health  Depart- 
ment of  our  city  government.  The  entire  time  of 
a  very  able  assistant,  and  a  large  proportion  of  my 


own,  was  employed  for  several  montlis  in  executing 
these  instructions ;  to  aid  in  which  every  facilit}' 
was  extended  by  the  officers  of  that  department. 

The  distinguishing  difference  between  the  sani- 
tary system  in  force  to-day  in  New  York,  and  that 
which  was  followed  up  to  the  year  1866,  is  the 
practical  and  intelligent  application  of  the  great 
principle  of  prevention  of  unsanitary  conditions, 
through  the  instrumentality  of  a  properl}^  organ- 
ized and  efficiently  administered  Health  Depart- 
ment. Since  that  year,  one  of  the  most  important 
duties  of  this  department,  as  prescribed  by  law,  has 
been  the  oversight  of  that  large  class  of  dwellings, 
peculiar  to  this  city,  known  as  tenement-houses  ;  of 
which  to-day  there  are  upwards  of  32,000  within 
the  city  limits,  occupied  by  more  than  1,100,000 
souls,  or  about  two-thirds  of  the  entire  population ; 
the  greater  portion  of  whom  are  of  foreign  birth  or 
of  alien  parentage.  Since  1 881,  all  such  construc- 
tive details  of  this  class  of  dwellings  as  relate  to 
light,  ventilation,  plumbing  and  drainage,  have 
been  by  statute  under  the  charge  of  this  depart- 
ment ;  and  hence  its  records  present  an  exceptional, 
as  well  as  the  best  opportunity  to  study  in  these 
houses,  the  methods  of  construction  and  the  sani- 
tary and  social  condition  of  the  homes  of  the  great 
body  of  our  population. 

The  unusual  facilities  which  this  investigation 
afforded,  of  becoming  familiar  with  the  history  and 
working  of  this  department,  led  me  to  become 
deeply  interested  in  what  is  known  among  us  as 


XI 


the  "  tenement-house  problem  ";  and  as  one  result 
of  my  labors,  after  having  left  the  employ  of  the 
Commissioners  of  Accounts,  I  prepared  a  history 
of  the  growth  and  development  of  the  system,  and 
of  the  physical  and  social  causes  which  originated 
and  have  maintained  it ;  my  treatment  of  the  sub- 
ject covering  the  fifty  years  from  1839  to  18S8  in- 
clusive. 

The  critical  examination  of  a  subject  so  in- 
timately associated  with  the  daily  life  and  progress 
of  the  city  in  much  that  concerns  its  physical,, 
moral  and  political  growth,  naturally  led  me  to 
study  several  co-ordinate  subjects,  particularly  that 
of  public  education ;  than  which  no  other  is  so 
closely  connected  and  inwrought  with  the  question 
of  the  elevation  of  the  masses,  in  all  that  touches, 
their  material  well-being  and  their  training  in 
American  ideas. 

In  April,  1888,  while  pursuing  this  line  of  re- 
search, I  had  the  curiosity  to  visit  one  of  our  large 
public  schools,  for  the  purpose  of  witnessing  the 
usual  morning  exercises,  which  in  this  instance 
happened  to  be  of  a  patriotic  character ;  and  were 
made  more  noticeable  by  the  presence  in  front  of  the 
assembled  school  of  an  American  flag,  borne  by 
what  I  have  designated  in  my  general  plan  as  the 
"  Class  Standard-bearer."  An  innovation,  as  I  was 
informed  by  the  Principal,  introduced  by  one  of  the- 
School  Inspectors  only  a  few  months  before. 

In  my  boyhood  I  had  attended  one  of  the  largest 
and  best  private  schools  of  that  day  in  this  city,^  and 


xu 


yet  in  the  two  and  a  half  years  passed  in  that  school 
as  a  pupil,  I  did  not  learn  as  much  of  patriotism, 
nor  were  my  feelings  ever  so  wrought  upon,  as 
in  the  fifteen  minutes  I  was  in  this  public  school. 
The  exercises,  which  I  witnessed  for  the  first 
time,  made  a  profound  impression  upon  me,  and  I 
thought  I  saw  in  them  the  germ  of  a  patriotic 
movement,  which,  in  the  hands  of  wise  and  judicious 
teachers,  could  be  made  to  produce  results,  the  far- 
reaching  consequences  of  which  it  would  be  impos- 
sible to  prognosticate  at  this  time. 

From  that  da}^  to  the  present,  when  not  engaged 
on  my  official  duties,  my  attention  has  been  directed 
almost  exclusively  to  an  examination  and  formula- 
tion of  the  most  practical  and  efficient  methods  for 
training  our  city's  youth  of  both  sexes,  to  be  thor- 
oughly intelligent,  loyal  and  patriotic  American 
citizens. 

The  average  age  of  both  male  and  female  pupils 
in  the  highest  grammar  grades  of  our  public  school 
system,  is  respectively  fourteen  years  and  eight 
months  and  fourteen  years  and  ten  months.  In 
the  matter  of  school  instruction,  therefore,  so  far  as 
their  age  is  concerned,  the  children  in  this  city 
under  tutelage  may  be  regarded  as  under  fifteen 
years  of  age.  Regarding  the  character  of  the 
schools  attended,  these  children  may  be  separated 
into  four  distinct  groups  : 

I .  Those  who  are  receiving  an  elementary  educa- 
tion in  the  public  schools,  the  entire  expense  of  such 
education  being  borne  by  the  State ;  or  in  what  are 


Xlll 


known  as  "  Corporate  Schools,"  in  which  a  portion 
of  the  expense — averaging  per  capita  about  two- 
thirds  the  annual  cost  of  a  primary  pupil  in  the 
public  schools  * — is  defrayed  by  the  State.  This 
group  I  estimate  at  about  seventy-six  per  cent,  of  the 
whole  number  of  children  between  the  ages  of  five 
and  fourteen,  both  inclusive. 

2.  Those  children  who  attend  private  sectarian 
or  denominational  schools,  being  about  sixteen  per 
cent,  of  the  whole  number  under  fifteen  years  of 


age. 


3.  Those  children  who  attend  non-sectarian  pri- 
vate schools,  being  about  two  per  cent,  of  the  total 
number;  and 

4.  Those  children  who  for  whatever  reason  do 
not  attend  school,  being  about  six  per  ceut.  of  the 
whole  number. 

We  now  pass  to  the  consideration  of  the  social 
character  of  these  children,  and  in  how  far  the 
social  status,  the  religious  creed  professed  by  the 
parents,  and  their  pecuniary  condition  affect  the 
question  of  the  nature  of  the  instruction  their 
children  receive,  and  through  what  agency  such 
instruction  is  imparted. 

Regarding  the  children  embraced  in  the  fourth 
group,  or  those  not  attending  any  school,  this  group 
comprises  those  employed  in  commercial  or  manu- 
facturing establishments,  being  there  engaged  as 

*  The  annual  average  cost  per  scholar  in  the  Primary  Schools  of  this 
city,  for  the  last  seven  years  (1S83-18S9),  has  been  $15.20.5;  the  aver- 
age annual  per  capita  for  the  Corporate  Schools  during  the  same  period 
has  been  $9.93. 


XIV 


messengers  or  in  otlier  light  occupations ;  or  who 
are  kept  at  work  in  tkeir  tenement-house  homes  by 
their  parents,  to  aid  in  the  support  of  the  family. 
But  for  the  efficient  manner  in  which  the  Compulsory 
Education  Act  of  1S74  has  been  executed  in  this 
city  since  its  passage,'-'  by  the  truant  agents,  this 
group  would  also  include  a  large  body  of  vagrant 
children  and  embryo  criminals,  whose  rapidly- 
increasing  numbers,  between  1S46  and  1876,  pre- 
sented one  of  the  most  formidable  social  evils  w4th 
which  the  philanthropists  and  eleemosynary  socie- 
ties of  that  period  had  to  cope  ;  and  which  was  the 
immediate  cause  of  the  institution  of  that  most 
admirable  and  efficient  organization,  which  during 
its  thirty-six  years  of  life,  has  accomplished  so  vast 
and  noble  a  work,  viz. :  The  Children's  Aid  Society, 
of  this  city. 

The  children  who  attend  the  non-sectarian  private 
schools,  come  exclusively  from  the  well-to-do,  or  the 
wealthy  class.  Many  parents  in  this  class,  appar- 
ently ignorant  of  the  radical  changes  for  the  better 
which  fifty  j'-ears  have  made  in  the  organization, 
as  well  as  in  the  efficiency,  technical  excellence,  and 
national  tone  of  our  public  schools,  still  retain  and 
are  influenced  by  the  strong  prejudices — which  were 
almost  universal  among  the  representatives  of  these 
classes  half  a  century  ago — against  having  ///ez'r 
children  educated  in  the  so-called  charity  schools  of 

*  "An  Act  to  secure  to  children  the  benefits  of  elementary  education." 
Passed  May  ii,  1874.     Chapter  421  Laws  of  1874. 
Amended,  Chapter  372,  passed  May  20,  1876. 


XV 


the  Public  School  Society,  or  in  those  of  their  suc- 
cessors,  the   present   public   schools ;   they  prefer 
to  be  independent,  to  pay  for  their  children's  educa- 
tion, and  accept  no  favors  from  the  State.     Other 
parents  in  this  class,  who  flatter  themselves  that 
they  are  models  of  American  citizenship,  but  whose 
caste  and  class  prejudices  far  outweigh  their  knowl- 
edge and  practice  of  American  principles,  prefer  ta 
have  their  children  receive  an  elementary  education 
at  a  private  school,  in  order  that  they  may  associate 
only  with  others  of  the  same  social  grade,  rather 
than  send  them  to  a  public  school,  to  be,  as  they 
imagine,   contaminated   by   personal    contact   with 
children  of  ruder  manners  and  less-favored  birth  or 
social  position.     This  class  of  our  citizens,  which, 
happily  is  not  a  large  one,  seem  to  forget  that  in 
the  great  battle  of  life,  in  which  all  must  sooner  or 
later  take  a  part,  we  cannot  foresee  who  are  to  become 
either  our  associates,  our  friends,  or  our  antagonists  ; 
in  this  drama  we  are  largely  the  creatures  of  circum- 
stances and  environment,    Happy  he,  who  in  youth,, 
has  by  contact  with  his  fellows  of  all  degrees,  ac- 
quired those  lessons  of  respect  for  the  opinions  and 
circumstances  of  others,  and  upon  whose  heart  has 
been  stamped  in  boyhood  that  first  and  grandest 
of  all  distinctively  American  principles— that  all 
men  were  created  equal  before  the  law ;    lessons 
which  are  so  easily  learned  and  impressions  which 
are  so  readily  received  in  childhood,  but  which  are 
so  hard  to  acquire  and  so  difficult  to  make  after 
the  character  has  been  shaped  and  determined  ;  but 


XVI 


whicli,  nevertheless,  will  ever  remain  as  the  prac- 
tical touchstone  of  the  possession  of  that  broad 
charity  which  is  the  characteristic  mark  of  the  true 
.spirit  of  Christianity. 

On  the  other  hand,  if  the  wealthy  parent  desires 
•to  give  his  children  all  the  advantages  of  the  ad- 
mirable elementary  education  which  the  public 
school  affords,  and  happens  to  reside  within  that 
-district  of  the  city,  which  the  inexorable  but  unwrit- 
ten law  of  fashion  has  decreed  as  the  only  locality 
in  which  one  of  his  position  and  means  should 
establish  a  home,  he  discovers  he  has  not  this 
privilege,  since  there  is  no  public  school  within  a 
convenient  distance  of  his  residence. 

For  it  is  a  remarkable  fact,  which  illustrates  very 
strikingly  the  erroneous  impressions  as  to  the  real 
object  of  the  public  school,  which  the  otherwise 
much-to-be-praised  work  of  the  Public  School  So- 
ciety left  on  the  public  mind,  and  hov/  in  the  con- 
fusion of  ideas  which  grew  out  of  the  old  methods, 
the  rights  of  those  living  in  the  neighborhood  to 
which  I  refer  have  been  disregarded  practically,  up 
to  this  time,  by  Boards  of  School  Trustees  in  select- 
ing sites  for  and  erecting  public  schools,  that  in 
the  finest  residential  district  in  the  metropolis, 
namely,  that  extending  from  Thirtieth  street  north 
to  One  Hundred  and  Twenty-fourth  street;  and 
from  the  Seventh  avenue,  on  the  west,  to  the 
Fourth  or  Park  avenue  on  the  east,  a  territory 
nearly  one-half  of  which,  outside  of  Central  Park, 
is  solidly  built  up ;  in  area  more  than  four  and  a 


xvn 

half  miles  long  by  three-fifths  of  a  mile  wide,  there 
is  but  a  single  public  school'''  While  between 
Thirteenth  and  One  Hundred  and  Twenty-fourth 
street,  and  from  the  Fourth  avenue  to  the  Sixth 
avenue  there  is  not  a  single  one.  If  the  Third 
avenue  be  taken  as  the  eastern  boundary  of  the 
territory  in  question,  making  it  four-fifths  of  a 
mile  wide,  we  shall  find  within  its  limits  but  seven 
of  the  one  hundred  and  seventy-six  public  schools 
whose  interests  are  to-day  managed  by  the  Board 
of  Education.")"  Barren  as  this  territory  is  of  public 
schools,  it  abounds  with  private,  parochial  and 
denominational  schools,  as  an  examination  of  the 
educational  statistics  of  the  city  will  abundantly 
prove. 

The  children  who  attend  the  sectarian  private 
schools,  which  embrace  all  the  parochial  and  denom- 
inational ones,  are  the  sons  and  daughters  of 
parents  whose  desire  to  have  their  children 
brought  up  in  what  they  believe  to  be  the  only  true 
faith,  is  a  far  more  weighty  matter,  from  the  pa- 
rental point  of  view,  than  either  their  own  interest 

*  Grammar  School  No.  69,  at  129  West  Fifty-fourth  street,  in  the 
Twenty-second  Ward. 

f  Giving  in  addition  to  No.  69,  Grammar  School  No.  18,  121  East 
Fifty-first  street,  Nineteenth  Ward  ;  Grammar  School  No.  76,  Lexing- 
ton avenue  and  Sixty-eighth  street,  Nineteenth  Ward  ;  Grammar  School 
No.  37,  113  East  Eighty-seventh  street.  Twelfth  Ward  ;  Grammar 
School  No.  86,  Lexington  avenue  and  Ninety-sixth  street,  Twelfth  Ward  ; 
Grammar  School  No.  72,  Lexington  avenue,  between  One  Hundred  and 
Fifth  street  and  One  Hundred  and  Sixth  street,  Twelfth  Ward  ;  and 
Grammar  School  No.  57,  178  East  One  Hundred  and  Fifteenth  street, 
Twelfth  Ward. 


XVlll 


and  duty  as  American  citizens,  or  the  superior  edu- 
cation and  training  for  such  citizenship  which  the 
public  school  would  afford  the  child.  Too  often, 
however,  neither  the  parent  nor  the  child  has  any 
option  in  the  matter,  the  interests  of  ecclesiasticism 
being  the  superior  and  determining  force  which 
settles  the  question.  The  majority  of  these  schools 
are  connected  with  the  Roman  Catholic  Church ; 
the  remainder  representing  mainly  the  German 
Lutheran,  the  Hebrew,  the  Episcopalian,  the  Scotch 
Presbyterian  and  the  Quaker  faiths.  Many  of  the 
schools  are  made  up  exclusively  of  children  of 
the  same  nationality  and  faith,  in  which  a  foreign 
language  is  the  language  of  the  school,  thus  per- 
petuating not  only  religious  bigotry,  but  race  preju- 
dices as  well,  than  which  nothing  could  be  more 
directly  opposed  to  American  ideas  and  institutions. 

It  remains  now  to  speak  only  of  the  character  of 
the  children  in  the  first  group,  or  those  who  attend 
the  public  and  corporate  schools,  which,  as  we  have 
seen,  comprise  more  than  three-fourths  of  all  the 
school  children  under  fifteen  years  of  age. 

The  pupils  in  the  public  schools,  as  a  body,  come 
from  the  great  middle-class  of  our  citizens,  without 
distinction  of  race,  faith,  occupation  or  pecuniary 
means,  being  that  class  which,  in  this  city,  as  else- 
where in  the  United  States,  form  the  bulwark  and 
strength  of  the  Republic.  Great  numbers  of  these 
citizens  were  in  youth  enrolled  in  these  schools, 
and  hence  most  fully  appreciate  and  eagerly  seize 
the  opportunity,  which  the  constant  advance  in  the 


XIX 


character  and  extent  of  the  system  affords,  for  giv- 
ing their  children  the  most  thorough  elementary 
education  attainable  in  the  city. 

The  forty-seven  corporate  schools,  which  are  a 
peculiar  feature  of  our  public  school  system,  are 
under  the  immediate  care  and  management  of 
sixteen  separate  incorporated  bodies ;  comprising 
orphan,  half-orphan  and  other  asylums,  hospitals, 
the  House  of  Refuge,  and  sundry  societies. 

Of  the  25,176  children  enrolled  in  these  various 
institutions  in  1889,  6,428  were  domiciled  in  the 
asylums,  hospitals  and  the  House  of  Refuge,  the 
majority  of  the  number  being  orphans  or  invalids. 
Most  of  the  remaining  18,748  children  reside  with 
their  parents  in  tenement-houses,  and  singular  as 
it  may  appear,  are  entirely  too  poor  to  attend  the 
public  schools.  Until  I  had  made  a  personal  in- 
vestigation of  this  subject,  my  impression  had 
always  been,  and  this  view  is,  I  think,  shared  by 
the  great  body  of  our  educated  citizens,  that  the 
public  school  system  reaches  down  to  the  very 
foundations  of  the  social  structure,  and  affords  the 
means  of  giving  every  child  an  elementary  educa- 
tion, no  matter  how  obscure  or  poor  its  parents  may 
be.  This  is  the  theory  of  our  public  school  system, 
and  while  it  may  be  true  in  rural  districts  or  in 
towns  where  social  distinctions  are  not  so  sharply 
drawn  as  in  our  cities,  it  is  not  the  case  in  this 
metropolis,  as  the  most  skeptical  would  be  promptly 
convinced  after  visiting  this  class  of  schools.  So 
that,  but  for  the  disinterested  labors  of  these  socie- 


XX 


ties,  the  great  body  of  children  now  under  their 
educational  care,  would — speaking  broadly — never 
reap  any  advantage  from  the  public  school  system, 
which  to  them  is  practically  an  exclusive  institu- 
tion, with  a  few  rare  exceptions,  entirely  above  and 
beyond  their  reach. 

In  order  that  the  social  and  economic  conditions 
out  of  which  these  societies  have  sprung — and 
which  have  made  such  organizations  a  necessity  in 
this  city  for  the  past  fifty  years — may  be  better 
understood  by  those  who  have  never  investigated 
this  question,  I  give  here  a  few  pertinent  extracts 
from  the  early  annual  reports  of  the  Children's  Aid 
Society,  the  largest  of  these  organizations,  which 
bear  directly  on  the  point  I  desire  to  illustrate.  It 
was  in  the  year  1853  that  this  Society  first  began, 
in  a  very  simple  and  unostentatious  way,  the  noble 
work  which  it  still  carries  forward  with  increased 
vigor  and  increased  means,  year  by  year.  In  its 
first  report,*  its  able  secretary  thus  sums  up  the 
causes  which  gave  it  birth  : 

"  This  association  has  sprung  from  the  increasing 
sense  among  our  citizens  of  the  evils  of  the  city. 
Thirty  years  ago  (1824)  the  proposal  of  an  impor- 
tant organization,  which  should  devote  itself  entirely 
to  the  class  of  vagrant,  homeless  and  criminal  chil- 
dren in  New  York,  would  have  seemed  absurd. 
There  were  vile  streets,  and  destitute  and  abandoned 
people,  but  the  city  was  young  and  thriving. 
Wealth  and  Christian  enterprise  had  centered  here ; 

*  First  annual  report,  February,  1854,  pages  3,  4. 


XXI 


and  the  scum  of  poverty,  it  was  fhouglit,  would  soon' 
be  floated  off  through  the  thousand  channels  of 
livelihood  over  the  whole  country.  No  one  would 
have  believed  that  in  less  than  half  a  century,  a. 
London  St.  Giles  or  Spitalfields  would  have  grown, 
up  in  New  York.  In  human  probability  it  must  be: 
long  before  those  hideous  and  unnatural  conditions, 
of  the  Buropean  cities — the  result  of  ages  of  igno- 
rance and  inequality  and  over-crowded  population — 
could  be  realized  here." 

"  In  these  considerations,  one  element  was  for- 
gotten. During  the  last  twenty  years  (since  1834)^. 
a  tide  of  population  has  been  setting  towards  these 
shores,  to  which  there  is  no  movement  parallel  in. 
history.  During  the  year  1852  alone,  300,992  alien 
passengers  landed  in  New  York,  or  nearly  at  the 
rate  of  one  thousand  a  day  for  every  week-day.  Of 
these,  118,131  were  from  Ireland  and  118,611  from 
Germany.  A  portion  of  this  immigration  has  been 
good — sober,  hard-working  people,  who  have  spread 
over  the  country  and  became  mingled  with  our 
population.  Another  part  has  been  bad,  almost  the 
worst — the  offscourings  of  the  poorest  districts  and 
most  degraded  cities  of  the  Old  World.  The  pau- 
perism and  poverty  of  England  and  Ireland  have 
been  drained  into  New  York.  If  this  could  have: 
spread  over  our  land,  to  be  influenced  by  the  new  cir-- 
cumstances,  the  effect  would  not  have  been  so  bad. 
But  in  the  main  it  has  settled  and  stagnated  in  the 
city.  The  poor  immigrants  could  not  afford  to  go 
to  the  West,  or  with  the  natural  caution  of  igno- 


xxu 


ranee  tHey  dreaded  to  go.  Our  poorest  streets 
began  to  be  filled  up  with  a  thriftless,  beggared, 
dissolute  population.  As  is  always  the  case  in  such 
circumstances,  vice  and  laziness  stimulated  each 
•other.  The  poor  and  idle  of  a  street  grew  worse  for 
having  poor  and  idle  neighbors.  The  respectable 
and  industrious  moved  out  of  certain  quarters  ;  and 
such  places  as  the  Five  Points  began  to  be  known. 
Streets  once  inhabited  by  the  best  people,  as  lower 
Pearl,  Cherry  and  Dover  streets,  were  abandoned, 
and  have  since  been  held  mostly  by  lodging-houses 
of  the  poorer  immigrants. 

"  The  children  of  this  class,  naturally,  have 
grown  up  under  the  concentrated  influences  of  the 
poverty  and  vice,  around  them.  Many  of  our  citi- 
zens were  aware  of  the  increasing  number  of  these 
children,  but  no  one  realized  the  full  extent  of  the 
evil  until  the  report  of  Captain  Matsell,  Chief  of 
Police,  1848-49.  By  this  report  it  appeared  that 
the  whole  number  of  vagrant  children  in  the  city 
was  nearly  10,000,*  and  that  in  eleven  wards  2,955 
children  were  engaged  in  thieving,  of  whom  two- 
ihirds  were  girls  between  the  ages  of  eight  and 
sixteen. 

^'  In  1852  the  Grand  Jury  reported,  '  of  the 
liigher  grades  of  ioiony  ^  four  fifths  of  the  complaints 
•examined  have  been  against  minors,  and  two-thirds 
!of  all  the  complaints  acted  on  during   the   term 

*  The  population  in  1848  was  452,092.  Number  of  children  of  five  to 
"Seventeen  years,  113,000.  Hence  one  child  in  every  eleven  was  a 
wagrant. 


XXIU 


liave  been  against   persons   between  tbe  ages  of 
nineteen  and  twenty-one.' 

"The  Warden  of  the  City* Prison  (the  Tombs) 
says  in  his  report  for  the  same  year :  '  The  astound- 
ing fact  that  more  than  one-fourth  of  the  entire 
number  committed  to  this  prison,  and  nearly  one- 
half  of  those  charged  with  petty  offenses  against 
persons  and  property,  had  not  attained  the  age  of 
twenty-one  years,  calls  loudly  for  the  adoption  of 
some  measure  which  shall  stay  the  progress  of 
these  cadets  of  crime.' 

"  In  the  Eleventh  Ward  the  Captain  of  Police  re- 
ported that  out  of  the  12,000  children  in  the  ward, 
between  the  ages  of  five  and  sixteen,  only  7,000  at- 
tended school." 

Much  more  testimony  to  the  same  effect  is  pre- 
sented in  the  first  report  of  the  Society.  I  now 
quote  from  its  second  report :  * 

"  The  greatest  danger  that  can  threaten  a  coun- 
try like  ours  is  from  the  existence  of  an  ignorant, 
debased,  permanently  poor  class  in  the  great  cities. 
It  is  still  more  threatening  if  this  class  be  of 
foreign  birth  and  of  different  habits  from  those  of 
our  own  people.  The  members  of  it  come  at  length 
to  form  a  separate  population.  They  embody  the 
lowest  passions  and  most  thriftless  habits  of  the 
community.  They  corrupt  the  honest  classes  of 
working  poor  who  are  around  them.  The  expenses 
of  police,  of  prisons,  of  charities  and  means  of  re- 

*  Second  Annual  Report  of   the  Children's  Aid  Society,  February, 
1855,  pages  3,  4. 


XXIV 


lief  are  mostly  from  tliem.  The  very  condensing 
of  their  number  within  a  small  space  seems  to  stim- 
ulate their  bad  tendencies.  They  are  liable  to  be 
played  upon  by  demagogues,  and  in  the  close  con- 
test of  parties  they  may  easily  turn  the  balance  of 
an  election.  If  their  numbers  be  large,  times  of 
great  want  and  excitement  may  call  them  out  in 
ungovemed  license,  to  seize  upon  the  luxuries 
which  surround  them,  but  which  they  are  never 
allowed  to  taste.  The  indulgence  which  has  so 
long  been  chained  down  by  poverty  can  easily  burst 
forth  in  rapine.  Neither  liberty  nor  property  would 
be  safe  in  such  hands.  .  .  .  That  such  a  class  has 
been  gradually  growing  up  in  New  York  during  the 
last  twenty  years  to  immense  numbers,  no  one  who 
knows  the  city  can  doubt ;  our  own  operations,  now 
finishing  the  second  year,  strengthens  the  conviction 
that  the  statistics  furnished  the  last  year,  in  regard 
to  the  condition  and  number  of  this  class,  are  not 
exaggerated,  and  that  the  mass  of  the  evil  and  its 
distance  from  the  usual  modes  of  cure  are  even 
greater  than  we  supposed." 

"It  is  this  class  we  have  sought  to  aid  by  our 
association." 

In  1853  the  Society  opened  one  Industrial  School 
for  the  children  of  the  class  above  described.  In 
1855  it  had  six  such  schools,  in  which  eight  hun- 
dred such  children  were  brought  under  the  influence 
of  the  Society.  What  that  influence  was  among  the 
girls  is  told  in  the  following  words  : 

"  Whatever  has  been  done  this  last  year  in  civil- 


XXV 


izing  and  Christianizing  tlie  little  wandering  and 
begging  girls  of  our  city,  through  the  Industrial 
schools,  is  to  be  ascribed  especially  and  principally 
to  the  women  of  New  York.  They  have  come  from 
great  distances,  through  all  kinds  of  inclement 
weather,  often  every  day,  leaving  pleasures  and  oc- 
cupations, to  these  schools,  to  give  their  personal 
aid  in  raising  up  the  wretched  outcast  children. 
It  has  been  no  play,  no  mere  '  rose-water  '  benevo- 
lence. The  children  have  been  bad-tempered,  filthy, 
infested  with  vermin,  and  sometimes  impudent  and 
ungrateful.  The  work  has  required  a  great  pa- 
tience and  a  continued  self-devotion.  Beside  such 
charity,  the  gift  of  money  is  easy  and  pleasant. 
The  labor,  however,  has  already  borne  rich  fruits. 
Schools,  which  like  that  in  the  Fourth  Ward,  began 
in  ungovernable  disorder  and  riot,  now  often  seem 
like  attentive,  affectionate  family  schools.  The 
girls  are  cleaner,  better  behaved  ;  swearing  and  ob- 
scene language  have  been  dropped.  They  can  read 
and  sew,  some  can  write ;  sweet  songs  of  purity 
and  religion  are  learned,  which  are  sung  again  in 
their  squalid  homes.  A  purer  and  kindlier  expres- 
sion has  seated  itself  on  many  faces.  Some  have 
been  sent  away  to  new  homes  in  the  country  ;  some 
to  the  public  schools." 

Of  the  details  of  administration  of  these  schools, 
the  report  says :  "  The  plan  of  these  schools  has 
been  to  devote  the  morning  hours  to  common  En- 
glish branches  and  to  singing,  under  the  direction 
of  salaried  teachers,  aided  by  volunteer  teachers. 


XXVI 


A  cheap  dinner  is  provided  at  noon,  and  the  after- 
noon is  spent  in  sewing  or  some  industrial  occupa- 
tion. Each  lady  has  her  own  class  and  hour ;  some 
coming  even  every  day  of  the  week." 

Some  idea  of  the  social  condition  and  nationality 
of  the  children  may  be  obtained  from  the  following 
statistics  of  the  Fourth  Ward  school,  in  1855,  num- 
bering 270  scholars:  "About  one-eighth  are  or- 
phans ;  two-thirds  half-orphans ;  four-fifths  are 
Catholics,  and  nearly  as  many  Irish.  There  are 
twelve  Germans  and  one  French  girl  in  the  school. 
Since  this  school  opened,  vagrancy  among  children 
has  diminished  full  one-half  in  the  ward." 

I  might  fill  pages  with  similar  excerpts  from  the 
reports  of  this  Society,  in  which  are  gathered  and 
stored  the  history  of  thirty-seven  years  of  just  such 
persistent,  devoted,  intelligent  and  truly  Christian 
work,  as  these  brief  extracts  illustrate ;  but  my 
present  object  is  simply  to  direct  attention  to  what 
a  single  Society — among  numerous  others  working 
in  the  same  broad  field — has  accomplished  since 
1853  ;  not  merely  to  ameliorate  the  pitiful  condition 
of  the  unfortunate  children  whose  lot  has  been  cast 
amid  the  squalor,  vice  and  misery  of  a  great  city  ; 
but  to  show  how  this  human  scum,  cast  on  our 
shores  by  the  tidal  wave  of  a  vast  immigration,  has 
not  been  allowed  to  perish,  but  as  the  wards  of  hu- 
manity, under  the  benign  influences  of  American 
institutions,  and  through  personal  contact  with  the 
refined  and  noble  representatives  of  a  higher  ci\41i- 


XXVll 


zation,  have  been  regenerated,  and  had  opened  up 
to  them  in  strange  and  wide  contrast  with  their 
hopeless  surroundings,  all  the  bright  possibilities 
of  an  honest  and  useful  life,  and  of  an  intelligent 
and  honorable  American  citizenship. 

Touching  the  ultimate  effect  and  outcome  of  this 
abnormal  and  vicious  growth  of  ignorant,  destitute 
and  heathenish  boys  and  girls  within  our  body  pol- 
itic, where  it  was  not  brought  under  the  influences 
here  described,  the  ominous  prophecy  uttered  in  the 
first  report  of  this  Society  in  1853,  was  more  than 
fulfilled  ten  years  thereafter.  The  ten  thousand 
vagrant  children  of  1848,  together  with  the  acces- 
sions of  subsequent  years,  grown  to  manhood  and 
womanhood,  became  the  brutal,  savage,  murderous 
mob  of  1863,  the  character  and  influence  of  whose 
barbaric  deeds  I  have  fully  described  in  my  history 
of  the  tenement-house  system,  and  alluded  to  in 
the  opening  portion  of  the  address  of  which  the 
following  monograph  forms  a  part. 

The  fundamental  idea  upon  which  this  Society 
was  founded,  and  which  has  been  its  governing 
motive  ever  since,  was  that  of  self-help  ;  of  teaching 
children  that  best  of  all  secular  knowledge — how  to 
help  themselves.  In  other  words,  putting  in  prac- 
tice with  these  scholars,  the  American  idea  of  train- 
ing them  to  be  self-reliant.  The  practical  applica- 
tion of  this  principle,  as  it  relates  to  the  work  of 
this  Society,  has  taken  three  distinct  forms  or  direc- 
tions, according  to  the  social  condition  and  situation 


XXVlll 


of  tlie  individual  child.  The  better  to  illustrate 
just  how  this  has  been  accomplished,  I  quote  from 
the  Society's  last  annual  report  as  follows  :  * 

I.  TJie  Placijig-out  System. — "  The  principle  was 
laid  down  from  our  first  year  that  for  an  outcast,  or 
homeless  or  orphan  child,  not  tainted  with  bad 
habits,  the  best  possible  place  of  shelter  and  educa- 
tion, better  than  any  prison  or  public  institution, 
was  the  farmer's  home.  In  this  shelter  the  child 
was  to  be  taught  good  habits  and  good  morals,  and, 
with  no  expense  to  the  public,  was  to  be  brought 
up  to  be  a  self-supporting  man  or  woman.  The 
experiment  has  been  tried  on  the  broadest  scale,  and 
over  70,000  children  have  thus  been  placed  in  good 
homes.  Thousands  have  grown  up  to  manhood 
and  womanhood,  and  are  now  worthy  citizens,  good 
heads  of  families,  and  some  with  fair  properties  of 
their  own ;  or  they  have  been  trained  at  good 
schools  and  colleges." 

II.  Boys'  and  Girls'  Lodging-Jiouses. — "  The  next 
great  branch  in  the  process  of  teaching  self-help 
was  the  planting,  in  various  parts  of  the  city,  of  a 
kind  of  "  Children's  Hotel,"  or  Boys'  and  Girls' 
Lodging-houses.  Here  the  homeless  wanderer  and 
arab  of  the  street,  instead  of  drifting  into  thieves' 
dens  and  the  haunts  of  vagabonds  and  roughs,  was 
brought  into  a  clean,  healthy,  well-warmed  and 
lighted  building,  where  he  found  rooms  for  amuse- 
ment, for   instruction,  for  religious   training,  and 

*  Thirty-eighth    Annual    Report    of     the    Children's    Aid     Society, 
November,   1889. 


XXIX 


where  good  meals,  comfortable  beds,  and  plenty  of 
washing  and  bathing  conveniences  were  furnished 
at  a  low  price.  The  boy  was  not  pauperized,  but 
felt  that  he  was  in  his  own  hotel  and  supporting 
himself.  Some  were  loaned  money  to  begin 
business  with ;  others  were  sent  to  places  in  the 
city,  or  far  away  in  the  country.  The  whole  class 
were  partly  redeemed  and  educated  by  these  simple 
influences.  The  pauper  was  scarce  ever  known  to 
have  come  out  of  these  houses,  and  self-help  was 
the  first  lesson  learned.  The  government  of  the 
houses  was  so  strict,  and  the  conveniences  offered 
to  the  lads  so  simple,  that  they  never  attracted  the 
idle,  who  might  wish  only  to  get  public  assistance." 

"  Bach  child  paid  for  what  he  got,  except  under 
very  unfortunate  circumstances  ;  and  it  cannot  be 
said  that  the  small  modicum  of  assistance  given 
here  to  worthy  lads,  ever  tended  in  the  least  to 
lower  the  rate  of  wages  in  street  trades.  The 
experiment,  carried  out  in  these  thirty-seven  years 
on  a  gigantic  scale,  reaching  probably  200,000  boys 
and  girls,  has  been  an  unmingled  blessing  to  this 
class.  The  difiiculties  have  been,  not  in  the 
lodging-houses,  but  in  the  obstacles  thrown  by  the 
trades-unions,  around  the  pathway  of  every  street 
boy  who  has  passed  childhood,  in  learning  trades  or 
in  securing  steady  employment." 

III.  Industrial  Schools. — "  The  third  great  branch 
in  teaching  the  children  of  the  poor,  who  have  a 
home  with  their  parents,  to  help  themselves,  has 
been  the  Industrial  Day  and  Night  Schools.  These 


XXX 


liave  trained  Hundreds  of  thousands  of  tHe  children 
of  the  tenement-houses  in  various  hand  industries 
and  some  branches  of  machine  work.  Children 
have  been  taught  to  sew,  darn,  crochet  and  em- 
broider. They  have  learned  the  use  of  the  sewing- 
machine  ;  in  some  cases  of  the  type-writer,  and 
certain  branches  of  artistic  work ;  like  modeling, 
original  designing,  lace-work  and  printing.  Above 
all,  they  have  learned  to  be  clean,  to  be  orderly, 
respectful,  industrious,  and  honest  and  pure.  They 
have  received  great  assistance  in  the  food  and  cloth- 
ing furnished  ;  and  though  the  children  are  forced 
to  leave  school  at  twelve  or  thirteen  years,  they 
have  gone  forth  a  most  deserving  and  respectable 
class  of  working  boys  and  girls.  The  city  could 
not  get  on  without  these  industrial  schools  ;  they 
fill  a  gap  which  the  public  schools  must  leave,  and 
they  are  the  more  indispensable,  as  there  is  not  at 
present  sufficient  space  in  the  new  public  school 
buildings  for  the  increasing  population  of  children 
in  the  city." 

"  These  were  the  main  branches  of  our  work  from 
the  beginning,  and  they  have  been  carried  out  with 
continual  reference  to  the  great  principle  of  teaching 
self-help.  It  cannot  be  wondered  at,  that  careful 
labors,  founded  on  these  principles  and  performed 
faithfully  for  over  thirty  years,  have  borne  wonder- 
ful fruit  in  the  city.  They  have  reached  down  to 
the  very  depths,  and  have  lighted  up  the  prisons 
and  the  dens  of  poverty  in  every  quarter  of  the  city. 
Through  these  efforts,  and  others  like  them,  there 


XXXI 


lias  been  a  steady  decrease  iu  juvenile  crime,  as  can 
be  clearly  demonstrated." 

As  an  important  part  of  my  study  of  the  subject 
of  public  education  in  this  city,  and  for  tbe  purpose 
of  becoming  thoroughly  acquainted  with  the  work 
of  this  Society,  so  far  as  an  examination  of  its 
industrial  day  schools,  would  illustrate  the  working 
of  the  system  there  followed,  and  that  I  might,, 
from  personal  investigation  and  observation,  ascer- 
tain how  far  the  experience  of  the  teachers,  with  the 
children  of  alien  birth,  or  those  of  alien  parentage, 
who  form  almost  the  entire  personnel  of  these 
schools,  had  indicated  the  need  of  special  attention 
to  patriotic  education ;  in  January,  18S9,  I  com- 
menced a  somewhat  critical  examination  of  the 
Society's  twenty-one  day  schools,  a  task  which  occu- 
pied the  greater  portion  of  my  time  for  nearly  two 
months. 

This  examination  embraced,  in  each  case,  the 
character  of  the  locality  and  of  the  school-house  site ; 
the  construction  and  arrangement  of  the  school 
building,  including  its  sanitary  condition  as  shown 
by  the  methods  employed  for  lighting,  heating,, 
ventilating  and  draining  the  same ;  the  personnel 
of  each  school  as  indicated  by  the  number,  training 
and  experience  of  the  teachers ;  the  number,  aver- 
age age,  social  condition,  nationality  and  occupa- 
tions of  the  children ;  the  kind  of  school  furniture 
and  appliances  in  use ;  the  provisions  for  supplying 
the  most  needy  of  the  pupils  with  a  wholesome 
noonday  meal,  and  with  serviceable  clothing ;  the 


XXXll 


cliaracter  of  tlie  instruction  given  in  the  elementary 
branches,  under  the  requirements  of  the  public 
school  regulations ;  and  particularly  the  time  and 
attention  given  to  such  kinds  of  industrial  work 
or  training,  as  especially  fitted  the  pupil  for  self- 
support  ;  the  state  of  discipline,  including  personal 
cleanliness,  neatness  in  personal  appearances,  etc. ; 
the  system  of  rewards  in  use ;  the  relation  existing 
between  the  teachers  and  the  parents  of  each  pupil  ?' 
and  finally,  to  what  extent  and  by  what  methods  a 
spirit  of  patriotism  was  being  fostered  and  culti- 
vated in  the  scholars. 

The  strongest  impression  made  on  my  mind  by 
this  protracted  and  painstaking  inquiry,  was  a  deep 
sense  and  appreciation  of  the  grand  work  in  which 
this  Society  is  engaged,  and  is  so  successfully  accom- 
plishing, towards  elevating  the  social  condition,  not 
only  of  the  pupils  under  its  care,  but  indirectly, 
through  them,  of  that  great  body  of  our  citizens, 
composed  of  the  unskilled  laborers  and  their  fami- 
lies, which  in  a  social  sense  finds  itself  between  the 
skilled  laboring  class  on  the  one  side,  and  the  crim- 
inal and  pauper  class  on  the  other ;  this  latter,  con- 
stituting, so  to  speak,  the  substratum  of  our  civili- 
zation in  this  metropolis. 

Recruited  almost  entirely  as  these  schools  are 
from  the  foreign  element,  comprising  a  body  of 
youth,  who,  as  has  already  been  stated,  are  unable 
from  the  extreme  poverty  of  their  parents,  or  the 
necessity  of  aiding  in  the  famil}'-  support,  to  con- 
form to  the  unwritten  law  of  custom,  respecting 


XXXlll 


dress,  or  tlie  regulations  as  to  hours  whicli  obtain 
in  our  public  schools  ;  many  of  them,  as  the  descend- 
ents  of  a  long  line  of  ignorant,  stolid  or  debased 
progenitors,  without  any  social  advantages  what- 
ever, and  having  to  contend  intellectually  and 
morally  against  great  odds  ;  the  results  which  have 
been  accomplished  by  the  Society  acting  through 
its  corps  of  able  and  experienced  teachers,  are  in- 
deed almost  incredible  ;  indeed  I  know  of  no  single 
agency  in  this  city  to-day,  which  is  doing  so  much 
to  raise  the  character  and  promote  the  well-being  of 
the  class  with  which  it  deals  and  make  excellent 
citizens  out  of  the  most  unpromising  material,  as 
this  Society. 

I  should  do  injustice  to  my  earnest  convictions, 
founded  upon  a  personal  acquaintance  incident  to 
the  examination  here  referred  to,  did  I  omit  to  re- 
cord my  tribute  of  respect  for  the  professional  ability, 
the  rare  patience,  tact  and  courage,  the  singleness 
of  purpose,  and  the  entire  self-devotion  which  the 
body  of  women,  who  compose  the  teachers  in  these 
schools,  bring  to  the  discharge  of  their  onerous, 
difficult,  and,  in  many  cases,  far  from  personally 
agreeable  duties.  Their  untiring  zeal  in  the  noble 
cause  in  which  they  are  engaged,  tempered  by  a 
sound  judgment,  have  enabled  them  to  succeed 
where  thousands  of  others  would  have  failed. 

The  remarkable  manner  in  which  many  of  them 
have  inspired,  and  have  impressed  their  individuality 
upon,  their  charges,  and  the  great  personal  influence 
for  good  which  they  all  exert,  both  on  the  scholars 


XXXIV 


and  their  parents,  lias  excited  my  admiration  for 
their  ability,  as  well  as  my  profound  respect  for 
their  character  as  representatives  of  their  sex. 

The  educational  feature  of  these  schools,  which 
particularly  interested  me,  was  the  method  each 
Principal  had  been  led  gradually  to  adopt,  to  meet 
a  necessity  which  daily  experience  had  forced  upon 
her,  of  cultivating  and  developing  patriotic  feeling 
in  the  children;  which,  according  to  the  individual 
character  and  training  of  the  teachers  themselves,  I 
found  more  or  less  strongly  marked  in  every 
school. 

In  considering  this  feature  of  the  cuniculum,  I 
was  led  to  seek  for  some  plan  by  which — while  rec- 
ognizing the  value  of  the  special  method  adopted  in 
each  school  to  suit  its  peculiar  personnel — I  could 
unify  these  isolated  efforts,  make  each  a  part  of  an 
harmonious  whole  ;  and  by  turning,  so  to  speak,  the 
several  patriotic  streams  into  a  common  channel, 
without  in  any  degree  lessening  the  individuality 
of  the  teacher — but  rather  giving  it  freer  play — 
produce  not  only  more  impressive  and  lasting  re- 
sults, but  open  the  way  for  a  system  of  elementary 
instruction  in  American  principles  and  institu- 
tions, now  so  greatly  needed. 

As  a  result  of  a  communication  to  the  secretary 
of  the  Society  on  the  subject  of  the  patriotic  train- 
ing of  children  in  its  schools,  and  upon  his  invita- 
tion ;  on  the  28th  of  June  last,  I  delivered  an  address 
before  the  teachers  of  the  Society  entitled :  "  The 
Place    of    the    Industrial   Schools   of   the 


XXXV 


Children's  Aid  Society  op  the  City  of  New 
York,  in  a  General  Plan  for  the  Patriotic 
Education  of  the  Youth  of  this  Nation." 
My  object  in  that  address  was  threefold: 

1.  To  call  attention  to  the  tremendous  influence 
exerted  by  two  agents  alone  —  immigration  and 
crime — on  the  social,  moral  and  political  character 
of  our  population,  by  presenting  in  convenient  jux- 
taposition, synchronous  tables  of  the  immigration 
into  this  country  and  into  this  city,  and  of  the 
arrests,  committals  and  convictions  for  crime  in 
this  city  for  the  seventy  years,  from  October  i, 
1829 — the  date  when  the  first  United  States  statute 
respecting  immigration  went  into  operation — up 
to  the  30th  of  September,  1889. 

2.  To  trace  to  their  source  in  the  social  condition 
of  the  masses,  in  the  countries  furnishing  the  great 
body  of  this  immigration,  the  causes  which  had 
contributed  to  swell  the  records  of  crime  in  this 
city,  during  the  whole  of  the  period  in  question, 
and  to  point  out  those  local  influences  which  had 
tended  to  gradually  reduce  such  record  during  the 
last  thirty  years. 

3.  To  indicate  one  of  the  lines  on  which  the 
counter-force  of  education  must  work,  in  order  to 
counteract  the  pernicious  influence  and  overcome 
the  evils  of  those  two  great  agencies,  being  that 
form  of  education  which  relates  to  the  highest  con- 
ception of  citizenship,  namely,  patriotism. 

It  was  my  intention  to  have  published  this  ad- 
dress in  the  Fall  of  1889,  but  the  labor  of  collating 


XXXVl 


and  preparing  for  the  press  the  statistics  of  immi- 
gration into  the  whole  United  States,  of  so  much 
of  it  as  landed  in  this  city  during  the  period  indi- 
cated, as  also  the  statistics  of  crime  above  described, 
in  a  form  to  be  of  practical  value  to  students  of  so- 
ciolog}^,  has  proved  so  great,  that,  taken  in  connec- 
tion with  my  official  duties,  such  publication  has 
necessarily  been  postponed  for  the  present.  In  the 
meantime,  the  requests  for  so  much  of  that  address 
as  gives  my  views  on  patriotic  education, /"^ri"^,  have 
been  so  numerous,  that  the  only  way  of  complying 
therewith  was  to  print  as  a  monograph  that  portion 
which  dealt  simply  with  this  subject. 

The  preparation  for  the  press  of  this  excerpt, 
which  is  entitled  "  The  Patriotic  Education  of  Chil- 
dren in  the  City  of  New  York^''  has  been  in  pro- 
gress since  November  last.  It  will  be  completed  and 
published  in  August  next.  In  this  work  the  sub- 
ject of  patriotic  education  is  treated  under  three 
separate  heads,  namely  :  i.  Its  NECESSITY ;  2.  Its 
Philosophy;  and  3.  The  Methods  of  Teaching 
It.  On  coming  to  edit  and  somewhat  enlarge  this 
part  of  the  address,  in  which,  at  the  time  of  deliver- 
ing, I  did  little  more  than  sketch  such  a  plan  for 
practical  use,  I  found  the  field  so  new  and  so 
wide,  and  the  amount  of  labor  involved  in  the 
necessary  researches  so  great,  as  to  make  it  imprac- 
ticable to  carry  out  my  original  intention,  in  time 
to  make  this  extract  available  during  the  present 
school  year.  Moreover,  since  I  first  brought  this  mat- 
ter to  the  attention  of  the  teachers  of  the  Children's 


xx.wu 


Aid  Society,  in  June  last,  the  question  as  to  how 
best  treat  the  subject  from  its  practical,  as  well  as 
its  emotional  side,  has  been  most  carefully  recon- 
sidered ;  leading  me  to  the  conclusion  that  to  make 
the  proposed  plan  successful,  so  far  as  enlisting  the 
hearty  interest  and  co-operation  of  both  pupils  and 
teachers  is  concerned,  and  also  that  the  methods 
proposed  shall  not  impose  an  undue  amount  of 
mental  and  physical  labor  upon  the  latter,  the 
movement  should  be  commenced  at  its  most  elemen- 
tary stage,  and  as  the  simpler  methods  are  tried 
and  mastered,  the  training  should  pass  to  other 
and  higher  developments  along  the  lines  of  pro- 
gress I  have  successively  indicated. 

In  order  to  put  the  plan  I  have  formulated  to 
the  most  practical  test,  it  is  my  intention  to  intro- 
duce the  methods  for  cultivating  patriotism,  out- 
lined in  this  work,  into  the  twenty-one  day-schools 
of  the  Children's  Aid  Society  with  their  enrollment 
of  nearly  5,000  pupils,*  permission  to  do  so  having 
been  granted  by  the  Society ;  my  contention  being, 
that  if  such  methods  can  be  successfully  carried  out 
in  these  schools,  with  the  character  of  personnel 
herein  described,  there  can  be  no  possible  doubt  but 
that  equal — indeed,  far  greater  success  will  attend 
its  introduction  into  the  public  schools,  where,  as  a 
rule,  the  material  to  be  dealt  with  is  socially, 
morally  and  intellectually  superior. 

*  A  return  from  all  these  schools  on  the  30th  of  April,  i8go,  showed 
an  enrollment  of  4,898  pupils  ;  an  average  attendance  of  4,016  ;  129 
classes,  and  90  class-rooms. 


XXXVlll 


Finding  it  impracticable  to  publish  tbe  whole 
"vvork  before  the  closing  of  these  schools,  early  in 
July  next,  and  being  desirous  of  placing  that  part 
of  it  which  treats  of  the  methods  of  teaching 
£motional  Patrwtis7n  in  the  hands  of  the  teachers 
as  soon  as  possible,  so  that  they  might  become 
somewhat  familiar  with  the  text  before  the  opening 
of  their  schools  in  the  Fall,  I  have  decided  to  pub- 
lish at  once,  in  the  form  here  presented,  so  much 
of  Part  Third  as  relates  to  this  special  division  of 
my  subject,  leaving  to  be  treated  under  the  caption 
of  Intellectual  Patriotis7n^  those  topics,  the  con- 
sideration of  which  comes  properly  under  both 
heads ;  such  as  the  use  of  the  Declaration  of 
Independence,  the  order  of  the  daily  morning  exer- 
cise, how  to  observe  Patriot's  Day,  and  how  public 
schools  should  celebrate  the  anniversary  of  our 
National  Independence. 

On  the  opening  of  the  schools,  on  the  8th  of 
September  next,  so  far  as  my  friends,  the  teachers 
in  the  Children's  Aid  Schools  are  concerned,  I  trust 
they  will  all  be  prepared  to  enter  upon  the  work 
with  a  good  theoretical  knowledge  at  least  of  what 
is  to  be  done  ;  feeling  well  assured  that  from  Prin- 
cipals, teachers  and  scholars  I  shall  have  that  hearty 
support  and  co-operation,  without  which  no  efforts 
of  mine  can  make  the  plan  a  success. 

GEORGE  T.  BALCH. 

33  East  Twenty-second  Street, 

New  York,  June  lo,   1S90. 


SYLLABUS  AND  INDEX. 


^laterial  Aids  to  Patriotic  Education — 

The   national  flag,  the  national  arms,  the  Declaration  of  Inde- 
pendence,        .......  3 

Emotional  and  intellectual  patriotism,       .  .  .  .         4 

I.    EMOTIONAL    PATRIOTISM. 

The  relation  of  the  child  to  the  nation,              ...  4 

The  relation  of  the  citizen  to  the  body  politic,        .             .  .7 

The  national  flag  as  a  retvard  and  an  object  lesson,         .             .  9 

Official  history  of  the  national  flag,               .             .             .  .II 

Good  conduct  in  its  relation  to  citizenship  defined,     .             .  12 

I.    The  Badge  of  Citizejishif,   .  .  .13 

Official  history  of  the  Great  Seal  of  the  United  States,           .  14 
Description    of   the    badge    for   scholars,    teachers    and  Princi- 
pals,            ........  15 

How  used  in  schools,      ......  17 

2.    The  Scholar's  Tlag,         ,  .  .        iS 

Description  of  the  flag  for  use  in  kindergarten  grades,  primary 

grades  and  grammar  grades,  ....  21 

How  to  be  presented  and  surrendered  each  day,  .  .  .22 

Constitutional  definition  of  a  citizen,    ....  25 

3.    The  Class  Flag,  .  ,  .26 

Description  of  this  flag  to  be  used  in  schools,  .  .  .  2S 

The  choice  of  a  flag-bearer,  .  .  .  .  .28 

How  this  flag  is  to  be  used,         .....  30 

The  class  color-guard,  .  .  .  .  .  -31 

Salutation  of  the  Class  Flag  by  the  assembled  school  at  the  daily 

morning  exercise,         ......  32 

Order  of  the  Navy  Department  concerning  the  salutation  of  the 

colors  on  men-of-war,        .  .  .  .  .  .34 


xl 


4.  The  School  Flag,     ...  36 

How  this  flag  is  to  be  used,'^             .             .             .             .  .38 

Description  of  this  flag  for  Primary  Schools,               .             .  39- 

For  Grammar,  High  and  Normal  Schools,              .             .  .       40> 

Providing  flags  for  schools  a  good  investment,  .  .  41 
Statement    showing   the  comparative  cost  of  crime  and  public 

education  in  the  city  of  New  York  in  1889,         ,             .  .42. 

Presentation  of  flags  by  Grand  Army  Posts,    ...  43 

Embroidering  the  name  of  the  school  on  the  flag,             .  .       44. 

Qualifications  of  the  School  Standard-bearer  ;  eligibility,       .  45 

Term  of  office,           .             .             .             .             .             .  .46 

Mode  of  election,             .             .             .             .             .             .  '  47 

Judges  of  election;  how  chosen;  their  duties,        .             .  .49 

Form  of  letter  proposing  a  candidate,               ...  50 

Form  of  report  of  judges  of  election,          .             ,             .  -Si 

The  school  color-guard,  ......  52 

Eligibility  of  candidates,            .             .             .             .  '53 

Term  of  oflSce;  how  elected,            ....  54. 

Form  of  report  of  judges  of  election,  .  .  .  -55 
Transfer  of  the  School  Flag  from  the  custody  of  the  old  to  that 

of  the  new  guard,         ......  56 

5.  The  Signal  Flag,  .  .  .       6cv 

History  of  the  flag  on  the  school-houses  in  New  York  City,  1861- 

18S9,      ........  61 

Voluntary  vs.  compulsory  patriotism,  .  .  ,  .63 

Permissive  and  mandatory  legislation,  ...  65 

Wisconsin  flag  law,  .  ,  .  .  .  .  .65 

Draft  of  flag  bill  defeated  in  the  Pennsylvania  Legislature,    .  66 

Draft  of  flag  bill  introduced  in  the  New  York  Legislature,  .  68 

Example  of  voluntary  patriotism  in  the  West  Side  Italian  School, 

New  York  City,  ......  69 

The  significance  of  the  flag  on  the  school-house,  .  .  .72 

How  shall   the  loyalty  of  a  school  to  American  institutions  be 

ascertained  and  tested?  .....  74 

What  the  flag  means  to  an  American  school-boy  of  fourteen,  .  78 
Prize  essay  by  a  New  York  City  school-boy  on  "The  Patriotic 

Influence  of  the  American  Flag  when  Raised  Above  a  Public 

School,''  .......  79 

Formal  adoption  of  the  Signal  Flag  by  the  school,  .  .  8r 

Form  of  notice  for  an  election  to  decide  whether  a  school  will 

adopt  a  Signal  Flag,    ......  83 

Description  and  dimensions  of  ensigns  used  in  the  United  States 

Army,  ........  85 


xli 

PAGE- 

Description  and  dimensions  of  ensigns  and  pennants  used  in  the 

United  States  Navy,    ......  87' 

Table  of  approximate  prices  of  American  ensigns,            .             .  88 

Locating  tlie  flag-staff,    ......  89 

How  to  procure  the  flag,  flag-staff  and  appliances,            .             .  gi 
Duties   of   the   general    committee    and    of    the    sub-com- 
mittees,     .......  92 

Rules  for  inspecting  flags,         .  .  .  .  -93 

Custodianship  and  dedication  of  the  flag,         .             .             .  96 
The  flag  used  as  a  signal  to  indicate  that  the  school  is  in  ses- 
sion,            .             .             .             .             .             .             .             .98 

The  flag  as  a  semaphore  signal,             ....  100 

Such  use  should  be  discouraged,      .....  102 

Duties  of  the  School  Standard-bearer,               .             .             .  103 
Form  of  weekly  report  to  be  made  to  the  Principal  by  the  School 

Standard-bearer,    .......  107 

Review  of  the  methods  proposed  for  cultivating  emotional  pa- 
triotism,           .......  108. 


4- PART    THIRD.  4* 


METHODS 


OF 


TEACHING    PATRIOTISM 


"  Our  flag  means  then,  all  that  our  fathers  meant 
in  the  Revolutionary  War;  it  vieans  all  that  the  Dec- 
laratio7i  of  Indepeiidence  m.cant ;  it  vieans  all  that 
the  Constitiitio7i  of  our  people,  orga7iizing  for  justice, 
for  liberty  a^idfor  happiness  mea7it.  Our  flag  carries 
America7i  ideas,  Ai7ierican  history  a7id  American 
feeli7igs.  Begi7i7ii7ig  with  the  Colo7iies  a7id  co7ning 
down  to  our  tim,e,  in  its  sacred  heraldry,  in  its  glorious 
i7isig?iia,  it  has  gathered  a7id  stored  chiefly  this  su- 
pre7ne  idea:  Divine  right  of  liberty  in  man. 
Eve)y  color  i7iea7is  liberty,  every  th7'ead  means  libeiiy, 
every  for77i  of  star  a7id  beam  of  light  viea7is  liberty. 
Not  lawless7iess,  not  lice7ise,  but  organized  i7istitu- 
tional  liberty  —  liberty  through  law,  a7id  laws  for 
liberty. 

^''Accept  it  then,  in  all  its  fdbiess  of  77iea7ii7ig.  It  is 
7iot  a  pai7ited  rag.  It  is  a  whole  ?iatio7ial  history.  It 
is  the  Co7istitutio7i.  It  is  the  Gover7i77ie7it.  It  is  the 
e77ible77i  of  the  sovereig7ity  of  the  people.  It  is  the 
NATION.'' 

Henry  Ward  Beecher  in   i86i. 


MATERIAL   AIDS   TO   PATRIOTIC   EDUCATION. 

To  apply  practically  the  principles  liere  enunci- 
ated and  the  methods  just  described,  in  order  to 
make  an  intensely  enthusiastic  and  thoroughly  loyal 
American  citizen  of  every  child  in  every  school  of 
this  society,  and  through  their  influence,  of  all  the 
children  in  every  other  school  in  this  city,  whether 
it  be  public  or  private,  sectarian  or  non-sectarian,  is 
the  problem  before  us  for  solution. 

The  material  objects  by  the  use  of  which  it  is 
proposed  to  attain  this  end,  are  the  only  emblems  of 
nationality  used  by  our  Government,  namely :  the 
national  ensign  and  the  arms  of  the  United  States, 
and  in  addition  and  as  supplementary  thereto,  cer- 
tain great  state  papers  in  fac-simile,  first  and  fore- 
most among  which  I  rank  the  Declaration  of  Inde- 
pendence. 

The  significance  of  the  flag  lies  in  the  fact,  that 
it  represents  our  whole  national  history  in  all  the 
fullness  of  meaning  which  Henry  Ward  Beecher 
breathed  into  these  words,  in  that  stirring  address, 
an  extract  from  which  glows  on  the  preceding  page  ; 
and  that  our  flag  is  moreover  the  sole  symbol  of  the 
greatness  of  this  nation,  in  all  its  majesty  and  its 
sovereignty. 

That  of  the  arms  of  the  United  States  as  dis- 
played in  the  Great  Seal,  because  the  seal  is  the 


only  official  mark  and  evidence  of  the  nation's 
authority  or  will.  Of  the  Declaration,  because  it  is 
the  catechism  of  the  nation's  civil  polity. 

I  shall  consider  the  most  judicious  and  practicable 
manner  of  using  these  aids  to  patriotic  education, 
first :  as  a  means  of  reaching  and  affecting  the  emo- 
tional side  of  the  child's  nature,  and  thus  so  exciting 
its  imagination  and  touching  its  heart  that  it  will 
unconsciously,  but  none  the  less  effectually,  become 
interested  in  its  personal  relation  to  this  great  7iation. 
Next^  as  a  means  of  stimulating  into  activity  the 
intellectual  side  of  its  nature,  by  developing  its 
mental  and  moral  faculties  to  that  degree,  that  it 
will  be  capable,  through  the  study  of  the  philosophy 
of  American  history,  of  understanding  and  appreci- 
ating the  underlying  principles  of  our  government, 
and  thus  become  firmly  grounded  in  its  political 
faith,  as  a  citizen  of  the  Republic. 

This  portion  of  my  subject,  therefore,  is  divided 
naturally  into  two  distinct  parts:  i.  Emotional 
Patriotism,  and  2.  Logical  or  Intellectual 
Patriotism. 

I.    EMOTIONAL   patriotism. 

Before  proceeding  to  describe  in  detail  the  manner 
of  employing  the  several  symbols  selected,  I  desire 
to  urge  upon  you  the  importance  of  understanding 
clearly,  that  the  central  idea  by  which  the  teacher's 
efforts  to  impress  the  child  is  to  be  governed  and 
directed,  is  that  of  its  relation  to  the  nation  as  one  of 
its  future  citizens. 


I  do  not  mean  by  this  that  I  expect  the  child  to 
apprehend  at  once  in  any  marked  degree  the  true 
character  of  this  relationship.  Far  from  it.  A  child 
of  from  four  to  nine  years  of  age  can  form  no  more 
conception  of  the  physical  magnitude,  or  the  moral 
or  political  power  conveyed  by  the  word  nation^  than 
a  finite  being  can  comprehend  the  vast  and  awful 
attributes  of  the  Infinite  Creator  of  all  things.  We 
encounter  here  precisely  the  same  difficult}^  which 
every  religious  teacher  meets  with  in  endeavoring 
to  present  to  the  mind  of  a  child  or  that  of  an  adult 
savage  the  idea  of  a  God.  It  can  comprehend  the 
idea  of  a  nation  or  of  a  God  only  just  so  far  as  its 
scanty  knowledge  of  numbers,  of  magnitudes,  and 
of  the  characteristics  of  personal  power,  gained  in 
its  limited  and  narrow  experience  of  life,  and  of  the 
realities  of  that  life  in  the  concrete,  may  extend. 
But  if  the  idea  indicated  is  ever  present  with  the 
teacher,  if  the  teacher  sincerely  believes  in,  and  can 
truthfully  indorse  the  exalted  patriotic  sentiment  of 
De  Thou — that  next  to  what  we  owe  to  God,  nothing 
should  be  more  dear  or  sacred  than  the  love  and  re- 
spect we  owe  our  country — it  will  be  possible  to 
so  direct  the  child's  thoughts,  to  so  surround  it 
as  it  were  with  the  atmosphere  of  patriotic  feeling, 
that  as  has  been  already  shown,  it  will  insensi- 
bly become  interested  in  and  permeated  with  the 
thought  or  impression  you  are  essaying  to  convey. 
So,  that  by  the  time  the  pupil  has  attained  the  age 
of  ten  or  twelve  years,  it  will  have  developed  a 
capacity   for   apprehending   principles    and   under- 


0 

standing  the  force  of,  as  well  as  remembering  his- 
toric facts,  which  would  seem  marvelous  were  we 
not  familiar  with  the  training  which  has  made  such 
intellectual  development  possible. 

You  will  observe  that  I  refer  to  the  relation  of  the 
child  to  the  nation,  and  not  to  that  of  the  children  to 
the  nation.  I  do  so  advisedly  ;  for  in  order  to  attain 
the  end  herein  set  forth,  the  more  directly  and  suc- 
cessfully, our  first  efforts  as  it  seems  to  me,  should 
be  directed  to  the  individual  child,  not  to  the  child 
as  forming  one  of  a  class  or  as  a  mere  unit  in  a 
body  or  group  of  similar  units,  but  the  child  as  im- 
personating the  sum  of  its  natural  gifts  and  charac- 
teristic traits,  and  as  thus  segregated  and  distin- 
guished from  all  other  children  with  whom  it  is  as- 
sociated. Let  us  commence  our  system  of  training 
for  citizenship  then  with  the  little  child,  passing  from 
it  to  the  same  children  aggregated  or  grouped  in 
classes,  but  still  maintaining,  so  far  as  character  is 
concerned,  the  individuality  of  each.  Having  in  this 
way  developed  its  sense  of  the  value  of  associated 
action,  having  instructed  it  practically  in  the  spirit 
which  underlies  all  civil  society,  namely,  the  sur- 
render to  society  at  large  of  certain  private  rights, 
as  a  return  and  partial  compensation  for  the  advan- 
tages accruing  to  the  individual  as  a  member  of  that 
society,  in  increased  security  of  person  and  property, 
in  the  growth  and  enlargement  of  natural  gifts  in 
directions  more  useful,  more  gainful,  and  hence  more 
desirable,  than  could  possibly  be  enjoyed  in  a  state 
of  personal  isolation,  and  as  a  consequence  in  in- 


7 

creased  personal  freedom  and  larger  opportunities 
for  the  development  of  character,  as  is  clearly  set 
forth  in  the  Declaration  of  Rights  in  the  constitu- 
tions of  the  original  States,'^'  we  are  now  prepared  to 

*  I  give  herewith  The  Relation  ok  the  Individual  Citizen  to  the 
Body  Politic  or  Civil  Society,  as  set  forth  in  four  of  these  con- 
stitutions. That  of  Massachusetts  is  especially  remarkable  for  the  com- 
pactness of  its  argument  and  the  perspicuity  of  its  statements. 

1776.  Pennsylvania.  That  every  member  of  society  hath  a  right 
to  be  protected  in  the  enjoyment  of  life,  liberty  and  property,  and  there- 
fore is  bound  to  contribute  his  proportion  towards  the  expense  of  that 
protection,  and  yield  his  personal  service  when  necessary,  or  an  equival- 
ent thereto  ;  but  no  part  of  a  man's  property  can  be  justly  taken  from 
him,  or  applied  to  public  uses,  without  his  own  consent,  or  that  of  his 
legal  representatives  ;  nor  can  any  man  who  is  conscientiously  scrupu- 
lous of  bearing  arms,  be  justly  compelled  thereto,  if  he  will  pay  such 
equivalent ;  nor  are  the  people  bound  by  any  laws  but  such  as  they  have 
in  like  manner  assented  to,  for  their  common  good. — Constitution  oj 
1776.     Decla7-ation  of  Rights.     Section  %. 

1777.  Vermont.  That  every  member  of  society  hath  a  right  to  be 
protected  in  the  enjoyment  of  life,  liberty  and  property,  and,  therefore, 
is  bound  to  contribute  his  proportion  towards  the  expense  of  that  pro- 
tection, and  yield  his  personal  service  when  necessary,  or  an  equivalent 
thereto  ;  but  no  part  of  a  man's  property  can  be  justly  taken  from  him, 
or  applied  to  public  uses  without  his  own  consent,  or  that  cf  his  legal 
representatives  ;  nor  can  any  man  who  is  conscientiously  scrupulous  of 
bearing  arms,  be  justly  compelled  thereto,  if  he  will  pay  such  equivalent ; 
nor  are  the  people  bound  by  any  law  but  such  as  they  have,  in  like 
manner,  assented  to,  for  their  common  good. — Constitution  of  \11~l. 
Chapter  I.     Dechwation  of  Rights,     Section  (). 

1780.  Massachusetts.  The  body  politic  is  formed  by  a  voluntary 
association  of  individuals  ;  it  is  a  social  compact  by  which  the  whole 
people  covenants  with  each  citizen  and  each  citizen  with  the  whole 
people  that  all  shall  be  governed  by  certain  laws  for  the  common  good. 
It  is  the  duty  of  the  people,  therefore,  in  framing  a  constitution  of  gov- 
ernment to  provide  for  an  equitable  mode  of  making  laws,  as  well  as 
for  an  impartial  interpretation  and  a  faithful  execution  of  them  ;  that 
every  man  may,  at  all  times,  find  his  security  in  them. — Constitution  of 
17S0.     Preamble. 

1784.  New  Hampshire.  When  men  enter  into  a  state  of  society, 
they  surrender  up  some  of  their  natural  rights  to  that  society,  in  order  to 
insure  the  protection  of  others,  and  without  such  an  equivalent,  the  sur- 
render is  void. — Constitution  of  i-j2>^.  Bill  of  Rights.  Article  I.   Section  2- 


8 

pass  to  that  wider  application  of  tlie  same  principle, 
in  which  classes  are  the  units  and  their  aggregation 
forms  what  we  denominate  a  school ;  thus  conform- 
ing our  methods  to  the  natural  law  of  expansive 
growth  from  the  center  outward,  from  the  small  to 
the  great.  A  training,  you  will  perceive,  quite  in 
consonance,  also,  with  the  political  relation  of  the  in- 
dividual citizen  to  the  smallest  unit  of  civil  govern- 
ment, namely,  the  village,  the  city  ward  or  the  rural 
town  or  township ;  passing  next  to  his  relation  to 
the  county,  next  to  his  relation  to  the  state,  and 
lastly  to  his  relation  to  the  whole  body  of  the  people 
composing  the  nation.  In  other  words,  let  us  com- 
mence the  patriotic  education  of  children  where  all 
other  kinds  of  education  properly  commence — at'the 
bottom  and  not  at  the  top.  Do  not  let  us  attempt  to 
put  a  roof  on  our  patriotic  structure  before  we  have 
laid  its  foundation.  For  instance,  flags  on  school- 
houses  are  most  desirable,  and  the  act  of  keeping 
them  there  timely  ;  but  do  not  let  us  put  them  there 
at  the  dictation  of  an  evanescent  emotion,  or  to  emu- 
late merely  what  may  have  been  done  by  other 
schools,  only  to  have  them  neglected  and  forgotten 
when  the  temporary  excitement  of  the  occasion  has 
subsided. 

When  every  scholar  has  been  filled  with  patriotic 
emotion,  born  of  personal  effort  to  secure  a  coveted 
reward ;  when  the  heart  of  every  child  in  the  school 
has  been  touched  with  the  fire  of  a  high  resolve,  to 
gain  some  prize  calculated  to  inspire  emotions  of 
patriotism ;  when  the  great  objects  for  which  gov- 
erments  are  instituted  among  men  begin  to  dawn 


9 

upon  tlie  inquisitive  mind ;  when,  as  each  pupil, 
through  daily  contact  with  the  material  incentives 
I  have  named,  becomes  increasingly  conscious  of 
the  inestimable  value  and  dignity  of  American  cit- 
izenship, and  experiences  a  more  or  less  ardent  desire 
to  be  worthy  of  the  high  trusts  and  great  responsi- 
bilities which  it  sees  dimly  shadowed  forth  in  its 
future ;  when  irresistibly  moved  by  such  impulses 
and  aspirations,  it  is  ready  and  willing  to  make  per- 
sonal sacrifices  to  secure  what  it  greatly  desires  ;  and 
when,  having  a  clear  knowledge  and  understanding 
of  the  real  meaning  of  patriotism,  the  pent-up  emo- 
tions and  enthusiasm  of  the  whole  school  can  no 
longer  be  restrained,  then  gratify  those  desires,  and 
the  spirit  which  finds  expression  in  a  demand  for 
the  flag  on  the  school-house,  will  abide  in  their  hearts 
forever. 

The  National  Flag  as  a  Reward  ajid  an  Object 

Lesson. 

In  considering  the  subject  of  patriotism  from  a 
philosophical  point  of  view,  I  essayed  to  show  that 
material  rewards  can  be  legitimately  employed  as 
incentives  to  endeavor,  without  producing  injurious 
results  in  a  moral  sense,  where  the  system  followed 
was  subordinated  to  the  general  pedagogic  principle, 
that  all  methods  used  for  developing  the  best  traits 
of  character  in  a  child,  should  conform  as  closely  as 
practicable  to  its  mental,  moral  and  physical  charac- 
teristics and  to  its  social  environment ;  and  that  the 
use  of  a  system  of  rewards  was  only  to  be  deprecated 
where  an  attempt  was  made — for  whatever  reason — 


10 

to  govern  the  child  by  means  of  such  devices  alone, 
and  to  make  them  the  most  prominent  feature  in  a 
system  of  discipline.  My  contention  was,  that  if  the 
rewards  offered  were  of  a  character  to  excite  only 
noble  aspirations,  such  as  b}'-  stimulating  and 
strengthening  the  best  impulses  of  the  child,  would 
turn  it  away  from  and  weaken  the  influence  of  the 
mere  sensuous  elements  of  its  nature,  then  indeed, 
their  use  was  to  be  encouraged. 

What  then,  shall  be  the  appropriate  and  most  al- 
luring reward,  in  strict  keeping  and  in  full  harmony 
with  the  end  we  desire  to  attain,  by  means  of  which 
we  can,  in  the  elementary  stage  of  the  child's  train- 
ing, so  arouse  its  emotions,  so  stimulate  its  pride,  so 
appeal  to  its  egoism,  so  cultivate  every  natural  gift, 
that  each  mental  faculty  and  physical  power  shall 
become  engaged  and  enlisted  in  the  struggle  to 
secure  the  coveted  prize  ?  That  through  this  very 
struggle  there  shall  be  slowly  but  steadily  developed 
in  the  course  of  the  years  of  its  pupilage,  that  in- 
dependence of  thought  and  action ;  that  individu- 
ality— the  outward  and  visible  mark  of  self-reli- 
ance ;  that  self-control  and  its  concomitant  quality, 
self-respect;  that  freedom  from  pettiness  of  soul, 
that  broad  charity  for  the  weakness  or  failings  of 
its  fellow  men ;  that  innate  sense  of  respect  for  the 
honest  opinions  of  others ;  that  generosit}^  born  of 
noble  impulses,  and  that  large-heartedness  which 
form  the  foundation  of  that  character  which  pecu- 
liarly distinguishes  the  highest  type  of  the  Ameri- 
can citizen. 


11 

The  particular  reward  whicli  it  is  proposed  to 
offer  the  individual  child,  the  class  and  the  school 
taken  as  a  whole,  and  which  as  it  seems  to  me  ful- 
fills the  desirable  conditions,  is  the  national  flag  ^'''  of 
a  size  and  mounting  in  keeping  with  the  special 
use  which  it  is  intended  shall  be  made  of  it. 

*  For  the  information  of  those  who  may  desire  to  trace  the  history  of 
the  national  flag,  the  following  references  are  given  : 

In  Congress,  Saturday,  June  \\,  1777:       *      *      * 
"■^Resolved,  That  the  flag  of  the  thirteen  United   States   be    thirteen 
stripes,  alternate  red  and  white  ;  that  the  union  be  thirteen  stars,  white 
in  a    blue    field,    representing  a  new  constellation." — -Joiumals   0/  the 
Continental  Congress,  vol.  3,  page  194. 

In  Congress,  13M  of  January,  1794,  on  the  occasion  of  the  admission 
of  Vermont  and  Kentucky,  it  was  enacted,  "that  from  and  after  the 
first  of  May,  Anno  Domini  seventeen  hundred  and  ninety-four,  the  flag 
of  the  United  States  be  fifteen  stripes,  alternate  red  and  white  ;  that  the 
union  be  fifteen  stars,  white  on  a  blue  field." — U.  S.  Statutes  at  Large. 
Vol.  I,  page  341. 

See  also,  "Report  of  the  Select  Committee  appointed  on  the  12th  ulto. 
(i2th  December,  1816)  to  inquire  into  the  expediency  of  altering  the  flag 
of  the  United  States,"  dated  January  2,  1S17. — Report  No.  23  in  vol.  i, 
State  Papers,  i^t/t  Congress,  2d  Session.   (Astor  Library,  1538  C.) 

Also,  "  Report  of  the  Select  Committee  appointed  on  the  i6th  ultimo 
(i6th  December,  1817),  to  inquire  into  the  expediency  of  altering  the 
Flag  of  the  United  States,"  dated  January  6,  1818. — Report  A^o.  37  in 
vol.  2  of  State  Papers.  [House  Docs.]  i^tk  Congress,  ist  Session  (Astor 
Library,  1538  C.) ;  and  Act  April  4,  1818.     U.  S.  Stat.    Vol.  3,  page  415. 

Also  Report  of  the  Committee  on  Naval  Affairs,  to  whom  was  re- 
ferred the  joint  resolution  proposing  the  thanks  of  Congress  to  Samuel 
C.  Reid,  late  commander  of  the  private  armed  brig  "  General  Arm- 
strong," for  having  designed  and  formed  the  present  fiag  of  the  United 
States,"  dated  January  6,  1818. — Report  No.  160  of  Committee,  H.  R., 
35//^  Congress,  2d  Session.     Vol.  i,  (1S58-59.) 

Also,  Our  Flag,  Origin  and  Progress  of  the  Flag  of  the  United  States 
of  America.     Geo.  Henry  Preble,  U.  S.  N.     1872. 

Our  National  Flag  and  the  Stars  and  Stripes;  its  History  in  a  Century. 
Address  before  the  N.  Y.  Historical  Society,  by  Major-General  Schuyler 
Hamilton.     1877. 


12 

Now  there  are  two  distinct  forms  or  expressions 
of  personal  merit  in  ever}'-  child's  school  life. 

1.  Those  desirable  qnalities  or  habits  which 
taken  as  a  whole,  go  to  make  up  what  we  denomi- 
nate ^(9<?^  ^(9/z<3!?^<:/' /  embracing  punctuality,  regular- 
ity of  attendance,  personal  neatness  and  cleanliness, 
cheerfulness  and  evenness  of  temper,  truthfulness, 
ready  obedience  to  rules  and  instruction,  respectful 
bearing  toward  superiors  in  knowledge  and  years, 
and  studiousness  ;  the  practice  of  each  of  which  is  an 
essential  element  in  good  citizenship  ;  and 

2.  Superiority  in  scholarship. 

For  reasons  which  will  be  presented  in  the  proper 
connection,  the  rewards  here  proposed  are  to  be  given 
for  good  cojiduct  exchisively. 

The  Flag  as  a  Rezvard. 

The  flag  is  to  be  used  as  a  reward  as  follows : 

1.  In  the  form  of  a  badge,  worn  on  the  person, 
as  a  mark  of  fitness  for  citizenship ;  to  be  known  as 
the  Badge  of  Citizenship. 

2.  Mounted  on  a  staff  and  displayed  for  a  speci- 
fied period  on  the  desk  of  the  best  conducted  pupil  in 
each  class ;  to  be  known  as  The  Scholar's  Flag. 

3.  Mounted  on  a  staff  and  displayed  for  a  speci- 
fied period  in  the  class-room  of  the  best  conducted 
class ;  to  be  known  as  The  Class  Flag. 

The  Flag  as  a  Symbol. 

The  flag  in  its  strictly  emblematic  character  will 
be  used  as  follows  : 

4.  Mounted  on  a  staff  in  the  form  of  an  impos- 


13 


ing  standard,  representing  the  whole  school ;  to  be 
carried  by  a  chosen  representative  of  the  school  on 
all  occasions  of  ceremony,  and  to  be  known  as  The 
School  Flag. 

5.  Floating  from  a  flag-staff  placed  on  the  school- 
house,  or  in  the  adjacent  grounds,  as  a  signal  that 
the  school  is  in  session,  and  also  as  a  sign  of  the 
loyalty  of  all  the  scholars  to  American  principles 
and  American  institutions;  to  be  known  as  The 
Signal  Flag. 

The  Flag  as  an  Object  Lesson. 

In  addition  to  the  opportunities  which  its  special 
use  as  a  reward  and  as  a  symbol  will  give  for  this  pur- 
pose, I  propose  that,  artistically  grouped  with  an  en- 
larged fac-simile  of  the  arms  of  the  United  States 
stamped  up  in  brass,  it  shall  superpose  a  suitably 
framed  fac-simile  copy  of  the.  Declaration  of  Inde- 
pendence, as  now  preserved  in  the  Library  of  the 
Department  of  State  at  Washington. 

I  will  consider  its  use  in  this  form,  more  in  detail, 
when  I  come  to  speak  of  Logical  or  Intellectual 
Patriotism. 

/.    The  Badge  of  Citizenship. 

In  treating  of  the  philosophy  of  patriotic  educa- 
tion, I  stated  that  the  public  school  in  the  United 
States  might  be  very  properly  regarded  as  the  nur- 
sery of  the  state,  and  the  pupils  as  the  wards  of  the 
nation.  If  this  be  true,  it  is  pertinent  to  the  object 
we  have  in  view,  to  ask,  how  shall  we  best  indicate 
in  some  positive  and  material  manner,  easil}^  inter- 


14 

preted  by  tlie  child,  not  only  the  intimate  relation 
of  this  ward,  as  a  member  of  civil  society,  to  the 
nation,  but  at  the  same  time  present  a  visible  proof 
to  the  world  of  its  lo^^al  allegiance  to  the  sovereign 
power,  of  which  it  expects  ultimately  to  form  an  in- 
tegral part. 

Manifestly,  the  two  symbols  of  national  power 
a:e  the  most  appropriate  emblems  which  can  pos- 
sibly be  selected  for  the  purpose  here  indicated,  and 
accordingly  I  have  designed  the  badge,  representa- 
tions of  the  three  varieties  of  which  are  given  here- 
with, which  I  designate  as  the  ^'^  Badge  of  Citizen- 
ships It  is  composed:  i,  of  a  fac-simile  of  the  heral- 
dic arms  of  the  United  States,  struck  up  in  metal ;  * 
2,  of  the  national  flag  in  miniature,  woven  in  silk, 
the  field  end  attached  to  a  cross-bar,  set  at  the  back 
of  the  coat  of  arms  plate;  and  3,  of  an  escutcheon 

*JrLY  4,  1776.  The  Continental  Congress,  in  Committee  of  the 
Whole,  after  ordering  the  authentication  and  printing  of  the  Declara- 
tion of  Independence,  appointed  Dr.  Franklin  and  Messrs.  Adams  and 
Jefferson  a  committee  to  prepare  a  device  for  a  seal  for  the  United  States 
of  America. — (Jotirnals  of  Congress,  July  4,  1776.  American  Arc/dies, 
i\th  series,  vol.  vi,  page  1732.  See  also  letter  of  Mr.  John  Adams  to  his 
wife,  August  14,  1776. — American  Archives,  ^tk  series,  vol.  i,  p.  944.) 

August  20,  1776.  The  committee  submitted  a  report  with  an  explana- 
tion of  same. — {Journals  of  Congress,  vol.  i,  page  450.) 

June  20,  1782.  The  above  device  "for  an  armorial  achievement  and 
reverse  of  the  great  seal  of  the  United  States"  was  adopted  by  Con- 
gress.— {Journals  of  Congress,  vol.  iv,  page  39.) 

September  15,  1789.  Congress  enacted,  "That  the  seal  heretofore 
used  by  the  United  States,  in  Congress  assembled,  shall  be  and  hereby 
is  declared  to  be  the  seal  of  the  United  States." — {Statutes  at  Large, 
vol.  i,  chap.  14,  page  68.) 

Heraldic  Description  of  the  Great  Seal  of  the  United  States. 
— Arms. — Palcwise  of  thirteen  pieces,  argent  and  gules  ;  a  chief,  azure  ; 


15 

or  pendant  struck  up  in  metal,  bearing  on  its  face 
the  legend,  "  The  American  Public  School,"  per- 
manently attached  to  the  lower  edge  of  the  minia- 
ture flag. 

I  propose  to  have  this  badge  prepared  in  three 
forms,  appropriate  to  the  position  of  the  wearer  in 
the  public  school-system,  namely : 

1.  For  all  pupils  in  the  public  schools,  or  in 
those  supported  in  part  by  the  State — without  dis- 
tinction of  age,  color,  religious  faith  or  social  condi- 
tion— the  metal  parts  will  be  of  solid  bronze. 

2.  For  all  teachers,  of  all  grades,  of  public  and 
normal  schools — without  distinction  of  term  of 
service,  color,  religious  faith  or  social  standing — the 
metal  parts  are  to  be  of  silver. 

3.  For  all  principals  of  public  or  normal  schools, 
members  and  officers  of  Boards  of  School  Trustees, 
or  Boards  of  Education,  and  State  and  City  Super- 
intendents, or  Commissioners  of  Public  Instruction — 
the  metal  parts  will  be  of  silver  gilt. 


the  escutcheon  on  the  breast  of  the  American  eagle  displayed,  proper, 
holding  in  his  dexter  talon  an  olive  branch,  and  in  his  sinister,  a  bundle 
of  thirteen  arrows,  all  proper,  and  in  his  beak  a  scroll  inscribed  with 
this  motto  :  "  E  Pluribus  Unum." 

For  the  Crest :  over  the  head  of  the  eagle,  which  appears  above  the 
escutcheon,  a  glory  breaking  through  a  cloud  proper,  and  surrounding 
thirteen  sars,  forming  a  constellation,  argent,  and  on  an  azure  field. 

Reverse. — A  pyramid  unfinished.  In  the  zenith,  an  eye  in  a  triangle, 
surrounded  with  a  glory,  proper.  Over  the  eye,  these  words  "  Annuit 
CoEPTis."  On  the  base  of  the  pyramid,  the  numerical  letters  mdcclxxvi, 
and  underneath,  the  following  motto:  '-Novus  Ordo  Seclorum." — 
{Memorandum  from  Adjutant-Geiierar s  Office,  War  Department,  Wash- 
ington, D.  C,  July  24,  1874.) 


16 

This  badge  is  to  be  regarded  as  the  reward  and 
the  distinguishing  mark  of  fitness  for  A7nerican 
citizenship. 

Since  it  is  the  great  purpose  and  office  of  our 
public  schools  to  maintain  and  perpetuate  the  integ- 
rity and  inviolability  of  the  fundamental  principles 
on  which  the  American  State  is  founded,  by  assidu- 
ously cultivating  the  intelligence  and  strengthening 
the  virtue  of  the  rising  generation,  so  may  this  badge 
come  to  be  looked  upon  as  the  peculiar  mark,  the 
outward  and  visible  sign  of  the  fitness  for  American 
citizenship  and  of  loyalty  to  those  principles,  of  the 
cadets  so  nurtured  and  trained  by  the  State ;  not 
only  in  this  metropolis,  but  wherever  in  this  free 
land  such  schools  are  found ;  whether  it  be  among 
the  pine-clad  hills  of  Alaine,  in  the  orange  groves 
of  Florida,  on  the  glacier-lined  shores  of  Alaska,  or 
the  vine-clad  slopes  of  California. 

When  the  thirteen  millions  of  children  now  en- 
rolled, and  the  future  millions  to  be  enrolled,  in  the 
public  schools  of  a  people  whose  domain  extends 
from  the  frozen  seas  of  the  Arctic  to  the  torrid  waters 
of  the  Mexican  Gulf,  and  from  the  Atlantic  to  the 
Pacific,  have  been  so  trained  in  patriotism,  as  to  be 
found  worthy  to  wear  this  badge ;  proud  to  do  so 
because  they  are  grateful  for  the  high  privilege  of 
having  been  educated  under  so  beneficent  a  system, 
then  there  will  be  found  to  have  grown  up  in  our 
midst  an  American  Legion  of  Honor,  numbering 
its  millions  of  truly  patriotic  men  and  women,  a 
Legion  which  in  due  time  shall  constitute  the 
noblesse  oblige  of  American  democracy. 


THE    METAL    PARTS    IN 

SOLID     BRONZK. 


17 

Regarding  the  use  of  this  badge,  the  following 
are  the  rules  I  would  suggest,  as  to  what  pupils  are 
to  wear  it : 

Following  the  regulations  now  observed  in  the 
schools  of  this  society  and  the  various  public  schools 
of  this  city,  governing  the  conditions  under  which 
good  conduct  tickets  are  awarded  at  stated  times  to 
the  scholars,  I  propose  that  at  the  exercises  held  in 
your  schools  every  Friday  afternoon,  upon  any  pub- 
lic, memorial  or  festal  occasions,  and  especially  in 
the  public  schools  upon  "  Patriot's  Day,"  *  all  those 
scholars  who  have  become  entitled  to  such  tickets, 
by  reason  of  a  compliance  with  such  conditions  for 
the  preceding  w^eek,  or  for  such  other  specified  time 
as  may  have  been  indicated  previously  by  the  Prin- 
cipal, and  just  prior  to  the  commencement  of  such 
exercises,  shall  be  decorated  with  this  badge,  by  hav- 
ing their  respective  teachers  attach  it  to  the  left  side 
of  their  dresses  or  coats,  and  nearest — or  over  their 
hearts — for  reasons,  which  should  be  carefully  ex- 
plained to  them.  Great  care  should  be  taken  to  see 
that  only  those  children  are  permitted  to  wear  it, 
who,  by  their  good  conduct,  have  proved  themselves 
worthy  of  the  honor.  Such  scholars  as  are  not  en- 
titled to  wear  it,  by  reason  of  not  having  complied 
with  the  conditions  under  which  it  is  awarded,  are 
to  be  separated  from  the  others,  and  when  any 
marching  is  done  are  to  be  placed  in  the  rear  of 
their  classes  or  of  the  moving  column. 

The  badge  is  to  be  worn  during  the  continuance 

*  A  full  explanation  of  this  "day  "  is  given  at  page 


18 

of  the  exercises,  and  at  tlieir  close  will  be  removed 
by  the  teachers  and  properly  cared  for,  for  future 
use. 

A  still  further  use  of  this  badge  will  be  considered 
on  coming  to  speak  in  detail  of  the  scholar's  fiag. 

Just  here,  I  want  to  call  your  attention  to  the  im- 
portance of  exercising  the  greatest  care  and  solici- 
tude in  determining  who  among  the  doubtful  ones 
are  to  wear  these  badges.  You,  who  are  brought  in 
daily  and  hourly  contact  with  children,  well  know 
how  acutely  they  will  feel  any  apparent  neglect  or 
injustice  in  a  matter  like  this,  which  appeals  with 
such  force  to  their  emotional  nature  and  to  the  pride 
of  every  child  in  the  school.  You  are  here  exercis- 
ing an  enormous  power  for  good ;  I  beg  you,  there- 
fore, in  deciding  such  cases  as  I  here  refer  to,  to  err 
on  the  side  of  mercy,  and  take  into  this  game  of 
playing  at  American  citizenship  all  who  can  for  any 
fair  reason  come  in. 

2.   The  Scholar's  Flag. 

I  now  come  to  the  use  of  the  flag  mounted  on  a 
staff,  as  a  reward  to  the  individual  scholar,  for  good 
conduct  during  one,  or  more  than  one  school-day,  as 
may  be  determined  by  the  Principal. 

As  a  still  further  incentive  to  individual  effort  in 
the  direction  of  good  behavior,  I  propose  that  a 
small  flag,  suitably  mounted  and  adapted  to  the  age 
and  school  grading  of  the  pupil,  shall  be  offered  as 
a  reward  to  that  scholar  in  each  class  who  shall  have 
proved  itself,  by  its  uniform  good  conduct  and  bear- 


THE    METAL    PARTS    IN 
WHITE  METAL  OR  SILVER. 


19 

ing  during  a  specific  period  of  time,  worthy  to  carry- 
it.  In  other  words,  the  flag  is  to  go  to  the  "  best " 
hoy  or  girl  in  each  class. 

In  regard  to  the  length  of  the  temi  of  probation 
necessary,  in  order  to  compete  for  and  to  obtain  the 
reward,  it  seems  to  me  that  with  young  children  at 
least,  where  there  is  a  "  morning  exercise,"  or  a  formal 
opening  of  the  school  at  the  commencement  of  each 
school-day,  as  prescribed  by  the  by-laws  of  the  Board 
of  Education  for  the  public  schools  of  this  city,  at 
which  an  opportunity  is  afforded  to  present  and  to  sur- 
render this  flag,  a  single  school-day  is  more  suitable 
and  has  advantages  over  a  longer  period ;  since  by  this 
plan,  every  scholar  in  classes  of  ordinary  size  would 
have  a  fair  chance  to  win  it  once  in  five  or  six  weeks, 
a  frequency  of  opportunity  which  would  tend  to  in- 
crease the  personal  interest  and  emulation  of  all  the 
pupils.  There  may,  however,  be  circumstances 
which  render  such  a  plan  inconvenient  or  impracti- 
cable, in  which  case  these  flags  might  be  retained, 
say  for  a  week,  and  surrendered  and  presented  on 
Patriots  Day.  These  details  should,  I  think,  be 
left  exclusively  to  the  judgment  of  the  Principal. 

Touching  the  particular  method  to  be  followed  by 
the  Principal,  in  presenting  the  flags  to  those  who 
have  won  them  by  their  exemplary  conduct,  as  also 
the  mode  of  surrendering  the  flag  by  the  pupil  at 
the  termination  of  the  period  during  which  it  is  en- 
titled to  carry  it ;  to  the  end  that  the  ceremony  may 
have  an  educating  influence,  as  well  in  the  direction 
of  the  art  of  expression,  grace  of  movement   and 


20 

gesture,  and  dignity  of  carriage  and  behavior,  as  in 
patriotism,  and  so  be  made  as  impressive  and  in- 
structive as  possible,  I  throw  out  the  following  sug- 
gestions, only  remarking,  that  in  this  as  in  all  other 
exercises  I  shall  describe,  while  adhering  more  or 
less  closely  to  the  letter  of  the  instructions,  both 
Principals  and  teachers  should  not  for  a  moment 
forget,  still  less  ignore,  the  great  principles  which 
they  seek  to  impress  and  the  spirit  in  which  the  de- 
tails of  execution  are  to  be  carried  out. 

The  instant  it  is  discovered  that  in  either  Prin- 
cipal or  pupil  there  is  a  sense  of  weariness  or  ennui, 
or  a  disposition  to  execute  the  details  of  an  exercise 
in  a  perfunctory  manner,  it  is  time  to  invest  it  with 
new  and  more  attractive  features,  or  to  abolish  it  al- 
together. 

In  such  exercises  as  these,  which  are  intended 
to  excite  the  emotional  nature  mainly,  it  were 
worse  than  useless  to  continue  to  do  that  which  car- 
ries with  it  neither  heartiness  nor  sincerity.  To 
reach  and  permanently  touch  the  heart  of  the  child 
in  an  endeavor  to  impart  any  kind  of  knowledge, 
the  soul  of  the  teacher,  as  I  have  already  insisted, 
must  be  wholly  enlisted,  and  he  must  show  in  every 
action  and  expression  that  he  implicitly  believes  in 
the  truth,  or  the  necessity  of  that  he  is  seeking  to 
teach.  As  it  is  not  desirable  that  the  exercises  I 
shall  here  outline  shall  be  imposed  by  authority, 
but  shall  be  voluntary  on  the  part  of  both  Principal 
and  pupil,  with  the  former  must  ultimately  rest  the 
responsibility  for  the  success  or  the  failure  of  this 
part  of  my  method  of  teaching  patriotism. 


FOR  PRINCIPALS  AND    SCHOOL   OFFICERS 


THE    METAL    PARTS    IN 
YELLOW  METAL,  SILVER  GILT  OR  GOLD. 


21 

Returning  to  the  subject  of  the  flags,  I  would 
advise  that  they  be  of  silk,  if  possible,  on  ac- 
count of  their  greater  beauty,  due  to  the  softness  and 
superior  pliability  of  that  material.  They  should 
be  of  three  sizes,  namely : 

a.  For  the  smallest  children  in  Kindergarten  classes.. 

Staff.  Of  straight-grained,  well-seasoned 
white  maple,  or  other  light,  strong  wood ; 
three-eighths  of  an  inch  in  diameter  and 
twenty-four  inches  long;  tipped  with  a 
wooden  spear-head,  covered  with  bronze  leaf. 

Flag.  Of  Japanese  silk.  On  the  pike  or  staffs 
eleven  inches  in  width ;  Fly^  seventeen  inches 
long ;  the  selvage  edge  well  secured  to  the 
staff. 

b.  For  the  smaller  childre^i  i^i  the  four  lower  Pri-- 
mary  Grades. 

Staff.  Of  straight-grained,  well-seasoned 
white  maple,  or  other  light,  strong  wood;, 
three-eighths  of  an  inch  in  diameter  and 
thirty-six  inches  long ;  tipped  with  a  wooden 

.    spear-head,  covered  with  silver  leaf. 

Flag.  Of  Japanese  silk.  On  the  pike .^  fifteen, 
inches  in  width ;  Fly.^  twenty-four  inches 
long ;  the  selvage  edge  well  nailed  to  the 
staff  with  round-headed  nails. 

c.  For  the  older  childreji  in  the  two  higher  Primary 
Grades  and  iji  all  the  Grammar  grades. 

Staff.  Of  straight-grained,  well-seasoned 
white  maple,  or  other  light,   strong  wood :; 


22 

fifteen  thirty-seconds  of  an  incli  in  diameter 
and  four  feet  long;  tipped  with  a  wooden 
spear-head,  covered  with  ^t?/^  leaf. 
Flag.  Of  Japanese  silk.  On  the  pike,t\\Q.nX.y- 
four  inches  in  width  ;  Fly^  thirty-six  inches 
long ;  the  selvage  edge  well  nailed  to  the 
staff  with  round-headed  nails. 

The  staffs  should  be  covered  with  two  coats  of 
white  varnish,  to  prevent  their  becoming  soiled 
by  frequent  handling. 

How  Presented  and  Sui'rendered. 

Assuming  that  the  time  in  which  the  flags  are  to 
be  competed  for,  and  during  which  they  are  to  be 
carried,  is  a  single  day,  the  prizes  so  won  will  be 
formally  presented  to  each  winner  by  the  Principal 
of  the  school,  in  the  presence  of  the  assembled 
scholars,  at  the  opening  of  the  morning  exercises 
on  each  school-da}^ 

The  following  suggestions  for  conducting  the 
ceremony  of  surrendering  and  of  presenting  the 
flags  are  offered  for  the  consideration  and  use  of 
Principals. 

Immediately  after  the  reading  from  the  Scriptures, 
in  the  usual  order  of  morning  exercises,  as  prescribed 
in  the  public  schools  of  this  city,  and  at  the  direc- 
tion of  the  Principal,  those  scholars  who  for  good 
conduct  had  been  awarded  the  flags  on  the  previous 
school-day,  leave  their  seats  and  proceed  with  digni- 
fied steps  to  the  front  of  the  platform  ;  arranging 
themselves  in  line  and  facing  the  class  color-bearer 


23 

aud  guard,'-'  leaving  room  sufficient  for  the  Principal 
to  pass  between  the  lines  easily,  each  one  holding 
his  or  her  flag  erect,  supported  by  both  hands,  in 
front  of  the  center  of  the  body.  The  simple  acts  of 
leaving  the  seat,  of  moving  forward  to  the  position 
just  indicated,  the  manner  of  holding  and  carrying 
the  flag,  and  of  surrendering  it  at  the  proper 
moment,  can  be  made,  if  the  Principal  so  choose, 
through  an  intelligent  application  of  the  principles 
of  Delsarte,  at  once  graceful  and  dignihed  in  action, 
elevating  in  their  influence  on  both  actor  and  spec- 
tator, and  in  entire  harmony  with  the  great  purpose 
and  object  we  have  in  view  in  all  these  exercises, 
namely,  that  of  impressing  the  child  with  a  pro- 
found sense  of  the  nobilit}^  and  dignity  of  American 
citizenship. 

It  is  for  the  Principal,  also,  to  be  actuated  by  the 
same  high  purpose,  to  be  touched  with  a  strong 
sense  of  his  responsibilities  as  a  leader  and  precep- 
tor, and  to  indicate  in  every  glance  of  the  eye,  in 
every  gesture  and  tone  of  spoken  word,  the  spirit 
which  animates  him,  as  he  slowly  moves  along  the 
front  of  the  line,  commencing  on  its  right  (his  left) , 
and  receives  the  flags  one  by  one  from  each  scholar ; 
pausing  for  an  instant  in  front  of  each  during  the 
act  of  surrender,  and  uttering  in  a  quiet  tone  a  few 
words  of  commendation  or  encouragement  to  each 
child  as  it  gracefully  places  the  colors  and  the  badge 
of  citizenship  in  his  hands.     The  Principal  having 

*  The  position  of  this  class  color-bearer  and   guard  will  be  clearly 
described  in  speaking  of  the  Class  Flag.     See  page    33. 


24: 

collected  all  the  flags ;  at  the  command,  the  scholars 
return  to  their  places  in  the  same  dignified  manner 
in  which  they  came  forward. 

The  Principal  next  announces  the  names  of  those 
scholars,  who  have  been  reported  by  their  teachers 
as  having  distinguished  themselves  above  their 
class-mates  for  good  conduct  and  bearing  during  the 
previous  school-day. 

As  soon  as  the  names  are  announced,  the  pupils 
so  indicated  will  pass  from  their  seats,  in  the  same 
quiet  and  dignified  way  as  -did  their  predecessors,  to 
the  front  of  the  platform  and  place  themselves  in 
line  fronting  the  class  color-bearer  and  guard.  The 
Principal,  accompanied  by  one  of  the  color-guard 
detailed  to  carry  the  flags,  will  then  pass  along  the 
line  of  honor  pupils,  starting  on  its  right.  Pausing 
in  front  of  the  first  scholar,  and  taking  a  flag  from 
the  color-guard  appropriate  to  the  pupil's  grade,  he 
will  place  it  in  the  latter's  hands,  and  will  next  de- 
corate the-  scholar  with  the  bronze  badge  of  citizen- 
ship in  the  manner  already  explained,  accompany- 
ing the  act  with  a  kindly  word  of  praise  or  caution, 
as  may  seem  appropriate  in  each  case.  The  flags 
and  badges  having  all  been  distributed  and  the  cere- 
mony being  concluded,  at  the  command  of  the  Prin- 
cipal, the  honor  pupils  will  return  to  their  seats 
bearing  their  flags  with  them. 

The  flag  so  earned,  will  be  carried  by  the  recipi- 
ent in  any  school  or  public  exercises  taking  place 
during  the  current  school-day.  When  not  in  use  it 
will  stand  erect  on  the  scholar's  desk  in  a  suitable 


25 

socket,*  as  the  distinguishing  mark  for  that  da\%  of 
the  best  citizen  in  the  class,  instantly  recognizable  by 
every  visitor. 

Each  scholar  receiving  the  badge  will  wear  it  for 
the  remainder  of  the  day,  and  will  be  permitted  to 
take  it  to  his  home,  wearing  it  to  school  the  next 
morning.  Before  surrendering  his  flag  at  the  morn- 
ing exercise,  as  has  been  described,  he  (or  she)  will 
remove  the  badge,  ready  to  be  placed  in  the  hands  of 
the  Principal  at  the  moment  of  handing  him  the 
fiag. 

As  has  been  previously  remarked,  these  flags  and 
badges  are  to  be  used  solely  as  rewards  for  good 
citizenship  and  not  as  prizes  for  good  scholarship. 

To  introduce  intellectual  superiority  as  an  element 
to  be  considered  in  the  question  of  selection,  would, 
as  it  appears  to  me,  be  quite  as ,  inconsistent  with 
democratic  principles,  quite  as  un-i\.merican,  as  to 
make  a  particular  nationality  or  religious  creed,  or 
the  possession  of  a  certain  amount  of  property  by 
the  child's  parents  a  si7ie  qua  iion.  If  we  under- 
take to  make  the  possession  of  the  flag  the  mark  of 
a  good  citizen,  it  behooves  us  to  conform  strictly  in 
our  practice  to  the  constitutional  definition  of  a 
citizen. f 

*  Suitable  sockets  of  ornamented  cast-iron,  adapted  to  the  present 
form  of  school-desks  are  now  being  manufactured  for  this  purpose. 

f  Constitution  OF  THE  United  States.  Article  XI V.  Section  i.  All 
persons  born  or  naturalized  in  the  United  States,  and  subject  to  the 
jurisdiction  thereof,  are  citizens  of  the  United  States  and  of  the  State 
wherein  they  reside.  No  State  shall  make  or  enforce  any  law  which 
shall  abridge   the  pri\'ileges  or  immunities  of  citizens  of  the    United 


26 

J.    The  Class  Flag. 

We  now  come  to  the  use  of  the  flag  as  a  reward 
to  that  class  which  the  record  of  the  preceding 
week  proved  to  be  pre-eminent  for  punctuality  and 
attendance. 

The  effect  on  the  child  of  its  efforts  to  secure  the 
flag  and  to  be  regarded  by  its  companions  and 
teachers  as  fitted  to  become  a  good  American  citizen, 
cannot  but  be  salutary/-'  Insensibly  to  itself,  as  has 
already  been  explained,  it  has  begun  to  learn  how 
to  measure  its  own  powers ;  it  has  been  taught  a 
modicum  of  self-restraint,  it  has  taken  the  first  step 
towards  governing  itself.  With  such  knowledge 
comes  self-respect,  and  hence  it  is  in  every  sense 
better  fitted  to  become  a  member  of  a  group  com- 


States  ;  nor  shall  any  State  deprive  any  person  of  life,  liberty  or  prop- 
erty without  due  process  of  law  ;  nor  deny  to  any  person  within  its 
jurisdiction  the  equal  protection  of  the  law. — Strander  ^■.  West  Virginia, 
loo  U.  S.,  303;  Virginia?'.  Rivers,  100  U.  S.,  313;  Ex  parte  Virginia, 
100  U.  S.,  339;  Missouri  I'.  Lewis,  loi  U.  S.,  22;  Civil  Rights  Cases, 
109  U.  S.,  3  ;  Louisiana  v.  New  Orleans,  109  U.  S.,  285  ;  Hurtado  v. 
California,  no  U.  S.,  516;  Hager  i'.  Reclamation  Dist.,   in   U.  S.,  701. 

*The  plan  just  sketched  for  using  the  flag  as  a  reward  for  individual 
good  conduct  has  recently  been  tried  in  two  schools  of  the  Children's 
Aid  Society  with  the  most  marked  success.  In  one  of  these  schools 
(West  side)  the  Principal  informed  me  that  heretofore  on  the  day 
following  a  general  election,  one-third  and  even  one-half  of  her 
pupils  were  tardy  or  absent,  whereas  on  the  day  after  the  last  election, 
November  6,  1889 — the  use  of  the  flag  as  a  reward  having  been  intro- 
duced about  a  week  before — nearly  every  child  was  in  its  place  at 
9  A.  M.  At  the  other  school  (Italian,  West  side),  a  little  girl,  who  for 
a  year  before  had  never  been  punctual,  came  at  8:30  A.  M.,  soon  after 
the  inauguration  of  the  plan  of  giving  the  flag  as  a  reward  for  good 
conduct,  to  inquire  of  the  Principal  whether,  if  she  came  every  morning 
at  8:30  A,  M.,  she  could  carry  the  flag. 


27 

posed  of  others  like  itself,  and  to  act  in  harmony 
with  its  associates,  organized  as  a  class,  than  it  ever 
was  before. 

Such  is  one  part  of  that  mental  and  moral  disci- 
pline, which,  if  steadily  imposed,  is  to  make  the 
child  a  useful  and  honored  member  of  society. 

I  would  recommend  that  at  this  stage  of  the 
child's  training  in  patriotism,  this  point  be  enlarged 
upon  and  be  made  quite  clear  to  its  mind  by  its 
teacher ;  so  that  it  will  gradually  come  to  under- 
stand the  nature  of  the  change  wrought  in  its 
thoughts,  its  desires  and  its  habits,  as  its  knowledge 
increases,  and  that  this  process  is  what  is  under- 
stood as  character-building. 

Applying  the  lessons  so  taught,  we  are  now  the 
better  prepared  to  pass  to  the  next  stage  of  develop- 
ment in  this  method  of  training  for  citizenship,  and 
consider  its  usefulness  in  promoting  the  interest  of 
a  class  in  patriotism,  by  reason  of  this  very  trained 
and  strengthened  character  of  its  several  members. 

The  practical  application  of  this  idea  of  using  the 
national  colors  as  a  reward  for  the  class,  which  dur- 
ing the  preceding  week  had  the  highest  mark  for 
punctuality  and  attendance,  originated  with  and  was- 
first  introduced  into  the  public  schools  of  this  city 
by  Colonel  De  Witt  C.  Ward,  one  of  the  School  In- 
spectors of  the  Seventh  District,  to  the  successful 
results  of  whose  patriotic  labors  for  the  past  seven 
years  allusion  has  already  been  made.* 

A    handsome    national    flag    of    silk,    suitably 

^  Part  First,  pp.  76,  77. 


28 

mounted,  and  surmounted  by  a  gilded  brass  eagle, 
to  distinguish  it  from  those  given  for  individual 
merit,  is  presented  to  the  school  by  one  or  more 
friends,  to  be  used  as  a  reward  in  the  manner  herein- 
after described. 

The  following  is  a  description  of  the  flag  I  pro- 
pose shall  be  known  as  the  "  Class  Flag  "/ 

Staff.  Of  straight-grained  white  ash,  oil  pol- 
ished, seven-eighths  of  an  inch  in  diameter 
and  six  feet  six  inches  long;  surmounted 
by  an  eagle,  of  sheet  brass,  gilded,  spread  of 
wings  seven  inches ;  a  plain  brass  socket 
ferrule  at  the  lower  end. 

I^ivAG.  Of  best  Japanese  silk ;  on  the  pike^ 
thirty-two  inches  in  width  ;  Fly^  forty-eight 
inches  long;  with  forty-two  stars  in  the 
Union. 

Staff  Socket.  Of  cast-iron,  with  wrought- 
iron  stem  of  one-inch  gas-pipe,  ten  inches 
high;  the  whole  well  japanned;  one  socket 
to  accompany  each  flag  and  staff. 

At  the  opening  exercises  on  Monday  morning, 
the  Principal  will  announce  to  the  assembled  school 
the  name  or  designation  of  that  class  which  during 
the  previous  week  obtained  the  highest  mark  for 
punctuality  and  attendance.  The  class  having  been 
thus  designated,  the  next  step  is  to  select  a  stand- 
ard-bearer to  carry  the  class  colors  and  represent 
the  class  in  all  exercises  in  which  the  flag  is  to 
-appear. 


29 

As  a  still  further  incentive  to  good  conduct  on 
the  part  of  each  scholar,  it  should  be  made  an  in- 
dispensable condition  attached  to  the  office,  that  no 
member  of  the  class  shall  be  considered  as  qualified 
for  the  position,  or  eligible  for  election,  unless  such 
member  shall  have  been  awarded  a  Scholar's 
Flag  at  least  once  during  the  four  school  weeks 
preceding  the  day  of  such  election. 

In  the  Grammar  Schools  the  duty  of  selecting  a 
standard-bearer  will  devolve  upon  the  members  of 
the  class  winning  the  flag. 

At  the  next  noon  recess  after  the  announcement 
of  the  award,  such  members  as  are  present  will  pro- 
ceed to  vote,  by  ballot,  for  that  one  of  their  number, 
who  being  eligible,  is  in  their  opinion  most  worthy 
of  this  honor.  The  candidate  receiving  a  majority 
of  all  the  ballots  cast  is  to  be  declared  elected ;  the 
several  members  of  the  class  thus  exercising  in 
this  mode  of  selection  one  of  the  fundamental 
rights  of  American  citizenship,  namely,  that  of  the 
suffrage  as  applied  to  representation ;  a  right  as 
our  forefathers  expressed  it,  in  the  Declaration  of 
July  4th,  1776,  "  inestimable  to  them  and  formid- 
able to  tyrants  only." 

In  the  Primary  and  the  Industrial  Schools,  in 
which  the  children  are  usually  quite  young,  the 
standard-bearer  would  ordinarily  be  selected  by  the 
Principal ;  nevertheless,  whenever  the  age  of  the 
pupils  will  admit  of  it,  the  plan  of  permitting  the 
class  to  elect  its  color-bearer  should  be  followed  ;  for 
the  very  cogent  reason  that  an  opportunity  is  here 


30 

presented  to  inculcate  in  the  mind  of  the  child,  one 
of  the  fundamental  principles  which  characterize 
our  political  system,  namely,  that  "  Governments 
derive  their  just  powers  from  the  consent  of  the 
governed,"  as  is  indicated  by  the  action  of  the  people 
when  permitted  to  choose  their  own  representatives. 

Whether  the  standard-bearer  be  elected  or  se- 
lected, it  should  be  clearly  understood  by  the  school 
that  whoever  carries  the  flag,  represents  the  class; 
and  that  to  be  such  representative,  and  carry  the 
national  colors,  ranks  among  the  highest  honors  in 
the  gift  of  the  class. 

The  class  representative  having  been  thus  chosen, 
commencing  on  Tuesday  morning,  he  or  she  car- 
ries the  flag  daily  at  the  "  morning  exercises," 
standing  in  front  of  the  Principal's  desk  and  facing 
the  assembled  school ;  except  on  the  first  school- 
day  of  each  calendar  month  and  on  Patriot's  Day, 
on  which  occasions  the  School  Flag  will  take  the 
place  of  the  Class  Flag. 

At  all  public  exercises  in  which  the  school  takes 
a  part,  the  banner  class  takes  precedence  of  all 
others,  leading  the  column  in  all  marching,  the 
colors  at  the  front. 

During  the  school-day,  and  so  long  as  held,  the 
flag  will  be  displayed  in  the  room  occupied  per- 
manently by  the  class  into  whose  possession  it  has 
come,  standing  erect  in  its  socket  by  the  side  of  the 
standard-bearer's  desk,  thus  instantly  telling  its 
story  to  every  visitor. 

In  large  schools,  where  there  will  be  five  or  more 


31 

classes  competing  for  the  flag,  I  would  recommend 
as  a  still  further  inducement  to  punctuality  and  un- 
broken attendance  among  the  scholars,  that  a 
"  Color  Guard''''  be  organized,'-'  to  be  composed  of  a 
single  representative  from  each  of  the  two,  or  the 
four  classes,  which  during  the  preceding  week  ranked 
next  to  the  one  having  the  highest  mark  for  punct- 
uality and  attendance. 

The  merit  of  this  plan  lies  in  its  admitting  a 
larger  number  of  pupils  to  the  privilege  and  honor 
of  guarding  the  flag,  as  well  as  binding  the  classes 
more  closely  together,  by  reason  of  all  their  members 
being  animated  by  a  common  interest  and  friendly 
emulation  to  excel  in  good  conduct.  The  effect  of 
which  must  be  necessarily,  to  stimulate  all  the 
classes  to  greater  exertions  than  before  to  attain 
the  foremost  place.  Furthermore,  in  the  absence  of 
the  standard-bearer  from  any  cause,  there  will  be  a 
substitute  alwaj^s  on  hand  to  act  in  his  place  and 
perform  his  duties. 

It  has  been  suggested  that  the  color-guard  should 
be  composed  of  the  best  scholars,  as  a  reward  for 
their  superior  scholarship.  I  do  not  favor  any  such 
idea,  for  reasons  already  given  in  connection  with 
the  use  of  the  flag  as  a  reward  for  individual  good 
citizenship.  Such  a  plan  would  narrow  the  signifi- 
cance of  the  whole  project,  it  would  give  to  those 

*The  Color  Guard  should  have  an  even  number  of  members,  to  admit 
of  either  one  or  two  standing  on  each  side  of  the  color-bearer  when  the 
guard  is  drawn  up  in  line.  Schools  with  from  five  to  ten  classes  might 
have  two  ;  those  with  from  eleven  to  twenty-five  classes,  four  ;  and  those 
with  more  than  twenty-five  classes,  six  pupils  in  the  guard. 


32 

wlio  are  intellectually  strong  an  undue  advantage 
over  those  who  are  intellectually  inferior.  The 
integrity,  the  reputation  and  the  honor  of  the  nation 
are  intrusted  to,  and  are  upheld  and  maintained  by 
the  whole  body  of  the  people,  without  regard  to  their 
intellectual  attainments,  and  not  alone  by  the  most 
cultivated  or  the  most  learned. 

The  American  idea  is  perfect  equality  of  all  citi- 
zens before  the  law.  Let  us,  therefore,  accord  to 
every  child,  without  regard  to  the  accidents  of  birth 
or  endowments,  an  equal  right  to  a  place  of  honor 
as  a  guardian  and  defender  of  the  flag. 

In  the  presence  of  the  sjmibol  of  the  nation,  let 
all  stand  on  a  common  footing. 

Salutation   of   the    Class   Flag   by   the    Assembled 
School  at  the  Morning  Exercises. 

Since  there  is  nothing  which  impresses  the  youth- 
ful mind  and  excites  its  emotions  more  forcibly 
or  permanently  than  the  observance  of  form  and 
ceremony,  particularly  where,  while  it  adds  dignity 
to  the  occasion,  its  object  is  clearly  understood  and 
acknowledged  to  be  fitting  and  appropriate ;  I  would 
make  use  of  this  fact  to  give  an  added  interest  and 
importance  to  the  use  here  made  of  the  national 
ensign,  and  by  means  of  a  brief  but  most  impres- 
sive act,  repeated  day  after  day,  cultivate  in  the 
heart  of  every  pupil  a  profound  respect  and  venera- 
tion for  the  national  sovereignit}^  and  power  which 
our  country's  ensign  sj'mbolizes. 

Accordingly,  at  the  morning  exercises,  when  the 


33 

Class  Flag,  borue  by  the  standard-bearer  and  escorted 
by  the  color-guard,  is  brought  into  the  presence  of 
the  assembled  school,  it  is  to  be  saluted  by  the 
scholars  in  the  manner  following : 

The  nine  o'clock  signal  for  the  assembling  of  the 
school  in  its  assembly-room  having  been  given,  the 
scholars  massed  in  the  adjacent  halls  and  passages, 
march  by  music  to  their  respective  places,  and  being 
seated,  the  first  duty  in  order,  namely,  the  morning 
salutation  of  the  Principal  by  the  whole  body  of 
pupils,  is  performed. 

Immediately  thereafter,  at  a  signal  on  the  bell 
from  the  Principal,  the  standard-bearer,  with  the 
flag  unfurled,  accompanied  by  the  color-guard 
marching  behind  him — they  having  previously 
taken  a  position  on  the  left  of  the  Principal's  plat- 
form— advances  with  the  guard  to  the  open  space 
directly  in  front  of  the  Principal's  desk  and  takes 
up  a  position  facing  the  school ;  the  color-guard 
being  equally  disposed  on  either  side  of  the  colors 
on  a  line  with  the  color-bearer,  elbows  gently 
touching. 

If  there  should  be  in  the  school  either  a  boy  or 
girl  who  can  drum,  or  play  on  the  fife,  the  bugle, 
the  horn  or  the  cornet,  I  would  have  them  present 
to  assist  in  the  ceremony,  in  this  wise. 

At  the  moment  that  the  color-bearer  and  guard 
take  up  their  temporary  position  at  the  left  of  the 
Principal's  platform,  the  drummer,  or  wind-instru- 
ment player,  will  assume  a  corresponding  position 
on  the  right  of  the  platform,  and  upon  the  signal 


34 

to  advance  being  given,  will  move  to  the  front  of 
the  platform  and  take  a  position  facing  the  school, 
on  the  right  of  the  guard  and  two  paces  distant 
therefrom. 

Thereupon,  at  a  second  signal,  the  whole  school 
will  rise,  and  after  a  brief  pause,  until  the  utmost 
stillness  reigns,  at  the  command,  "  Sahite  the  flag  !  " 
given  by  the  Principal  in  a  clear  voice  and  a  de- 
liberate manner,  each  scholar — raising  the  extended 
right  hand  to  the  forehead  (palm  down) ,  in  unison 
with  a  like  movement  by  the  Principal — will  salute 
the  flag  in  military  fashion. 

Simultaneously  with  this  movement,  and  in  ac- 
knowledgment of  the  salute,  the  standard-bearer 
will  slowly  and  gracefully  dip  the  colors,  while  the 
drummer  beats  three  long  rolls  or  the  wind-instru- 
ment player  performs  a  flourish.* 

*  Since  this  address  was  delivered,  the  following  order,  conceived  in 
the  same  spirit  which  marks  the  ceremony  above  described,  has  been 
issued  by  the  Secretary  of  the  Navy  : 

Navy  Department,  Washington,  July  26,  1S89. 
General  Orders,  A^o.  374  : 

In  order  to  insure  uniformity,  the  following  routine  will  be  observed 
at  morning  and  evening  colors  on  board  of  all  men-of-war  in  com- 
mission and  at  all  Naval  Stations.  When  a  band  is  present  it  will 
play— 

At  morning  colors  :   "The  Star  Spangled  Banner." 
At  evening  colors  :   "Hail  Columbia." 

All  persons  present  belonging  to  the  Navy,  not  so  employed  as  to 
render  it  impracticable,  will  please  face  towards  the  colors  and  salute  as 
the  ensign  reaches  the  peak  or  truck  in  hoisting,  or  the  tatfrail  or 
ground  in  hauling  down. 

B.  F.  Tracy, 

Secretary  of  A^azy, 


35 

In  making  the  salute  the  hand  should  not  drop 
from  the  forehead  until  the  music  has  ceased ;  the 
hand  of  each  scholar  falling  in  unison  with  that  of 
the  Principal.  Following  the  principles  of  Delsarte, 
the  movement  of  the  hand  and  arm  in  making  this 
salute  should  be  on  easy  and  graceful  lines.  I  rec- 
ommend that  Principals  study  this  point  and  have 
the  scholars  practice  this  motion  with  these  princi- 
ples in  view. 

B}^  this  act  the  school  acknowledges  its  loyal  alle- 
giance to  the  authority  of,  and  signifies  its  profound 
respect  for  the  American  Nation,  of  which  the  star 
spangled  banner  is  the  visible  emblem  and  symbol. 

Another  signal,  and  the  scholars  resume  their 
seats  ;  the  standard-bearer,  with  the  flag  displayed, 
guard  and  music  remaining  in  their  places  during 
the  remainder  of  the  exercises  ;  at  the  close  of  which 
the  music  retires,  while  the  guard — in  accordance 
with  military  courtesy — accompanies  the  colors  to 
the  door  of  the  class-room  where  they  are  to  remain 
through  the  day.  To  avoid  the  fatigue  incident  to 
carrying  the  flag  during  the  progress  of  the  exer- 
cises, the  lower  end  of  the  flag-staff  will  be  allowed 
to  rest  on  the  floor,  the  staff  being  held  vertical  by 
the  right  hand  of  the  color-bearer. 

At  the  close  of  the  school-day  it  will  be  the  last 
duty  of  the  color-bearer  to  roll  the  flag  on  its  staff, 
place  it  in  its  cover ""  to  protect  it  from  dust  and  in- 
jury, and  then  put  it  in  some  place  of  security  pre- 
pared for  it. 

*  These  covers  should  be  of  brown  linen,  made  to  slip  over  the  eagle, 
and  tie  just  below  the  lower  edge  of  the  flag  when  rolled  on  the  staff. 


36 

4.   The  School  Flag. 

Thus  far  in  my  subject  I  have  treated  only  of 
the  individual  scholar  and  of  the  class  in  their  rela- 
tion to  the  sentiment  of  patriotism.  So  far  as  that 
sentiment  concerns  the  individual  child,  I  have  ex- 
plained the  method  proposed  of  using  the  flag  as  a 
mark  or  badge  of  citizenship,  and  for  rewarding 
personal  good  conduct  with  the  Scholar's  Flag, 

Touching  the  relation  of  this  sentiment  to  the 
class,  I  have  illustrated  how  a  most  essential  fea- 
ture of  meritorious  behavior  on  the  part  of  this 
collective  unit  may  be  rewarded  with  the  Class 
Flag.  Following  the  order  of  argument  we  have 
adopted,  of  passing  from  the  consideration  of  the 
lesser  to  the  greater,  in  accordance  with  the  law  of 
development,  we  now  come  to  the  examination  of 
the  relation  o-f  the  sentiment  of  patriotism,  to  that 
aggregation  of  classes — to  the  classes  taken  as  a 
unit — which  we  call  a  school. 

Henry  Ward  Beecher  has  told  us  in  that  im- 
pressive and  most  noble  utterance  of  his  in  1861, 
spoken  amidst  the  heat  and  high  excitement  of  the 
struggle  to  preserve  our  national  life — words  I  have 
taken  as  the  key-note  and  inspiration  for  this  divis- 
ion of  my  subject — what  the  national  flag  means, 
what  it  stands  for,  what  it  is. 

What  he  says  of  the  relation  of  this  ensign  to 
the  nation,  I  say  of  the  relation  of  that  ensign  to 
the  school. 

The  School  Flag  means,  then,  the  practical  appli- 
cation of  the  principles  of  the   Declaration  to  the 


37 

training  of  youth ;  it  means  education  for  citizen- 
ship of  the  children,  not  alone  of  the  masses,  not 
alone  of  the  classes,  but  of  the  whole  body  of  the 
people,  without  distinction  of  race,  or  color,  or  reli- 
gion, or  creed,  or  social  opportunities.  It  means 
that  American  citizenship  is  not  the  prerogative  of 
high  social  caste,  nor  the  superlative  privilege  of  a 
"higher"  or  governing  class,  nor  the  exclusive 
earthly  reward  of  believers  in  a  particular  form  of 
religion,  but  is  a  right,  a  privilege  and  a  reward  for 
all  those  who  acknowledge  allegiance  to,  and  are 
thoroughly  loyal  to  the  Constitution  of  the  United 
States  and  to  the  laws  of  the  Union. 

It  means  that  the  gates  of  the  Temple  of  Knowl- 
edge, like  those  of  the  Temple  of  Janus  in  ancient 
Rome,  are  in  these  United  States  ever  wide  open, 
so  long  as  war  is  to  be  v/aged  against  ignorance, 
superstition,  bigotry,  intolerance,  vice,  crime,  and 
all  the  evils  which  afflict  society.  It  means  eman- 
cipation from  the  rude  thraldom  of  uneducated 
bodily  powers  ;  it  means  liberty  of  thought,  intel- 
lectual freedom,  social  advancement,  physical,  moral 
and  spiritual  regeneration. 

This  flag,  then,  stands  for  education — wide,, 
broad,  liberal  education;  the  cultivation  of  every 
sense,  the  development  of  every  gift,  the  training 
of  every  faculty,  the  utilization  of  the  whole  body, 
of  the  whole  intellect,  of  the  whole  man,  so  that  his 
soul  shall  shine  through  every  movement,  expres- 
sion and  utterance  of  his  material  being.  It  stands 
for  that  system  of  public  education  which  forty-two 


38 

States  of  this  Union  have  embedded  in  their  organic 
law ;  a  system,  imperfect,  it  may  be,  as  all  finite 
work  must  inevitably  be,  but,  nevertheless,  a  system 
grandly  framed  for  great  and  most  noble  ends. 

The  School  Flag,  therefore,  symbolizes  the  pub- 
lic-school system  of  our  common  country,  and  for 
that,  if  for  no  other  reason,  we  pay  it  our  profound- 
est  homage  and  respect. 

As  used  by  a  single  school,  then,  in  the  symbolic 
sense  here  intended,  the  School  Flag  represents  the 
whole  body  of  children  under  instruction  —  the 
school  as  a  unit,  as  an  entity ;  so  employed,  it 
bears  the  same  relation  to  the  school  as  an  organ- 
ized body,  that  a  regimental  flag  in  the  United 
States  Army  bears  to  the  entire  regiment,  having  no 
regard  to  the  nature  of  its  component  parts. 

This  ensign  is  to  be  used  on  all  festal  occasions, 
on  all  occasions  of  ceremony,  whenever  the  school 
appears  as  a  body  in  public,  and  particularly  on 
"  Patriot's  Day."  It  should  occupy  at  such  times 
the  most  prominent  and  conspicuous  place,  where 
it  can  be  seen  by  every  child,  that  it  may  form  the 
center  of  attraction — the  rallying-point  for  every 
loyal  heart. 

I  propose  that  this  standard  shall  be  modelled 
and  mounted,  so  far  as  material,  shape,  dimensions 
and  style  are  concerned,  after  the  flags  supplied  to 
infantry  and  artillery  regiments  in  the  United 
States  Army,  but  not  necessarily  of  the  same  size 
■and  weight.  It  requires  a  well-built  and  physically 
;Strong  man  to  carry  a  regimental  color,  and  hence 


39 

we  must  in  this  matter  pay  some  regard  to  the  size 
and  strength  of  the  children  who  are  to  carry  these 
flags.  To  meet  this  necessity  I  have  chosen  the 
dimensions  here  given;  one  size  being  adapted  to 
the  age  and  strength  of  the  older  children  in  the 
Primary  Departments,  or  Schools  ;  a  second,  to  that 
of  the  older  scholars  in  the  Grammar  Departments 
and  Schools ;  and  the  third,  to  that  of  the  more 
mature  students  in  the  High  or  Normal  Schools. 

The  descriptions  of  these  flags  are  as  follows : 
For  Prwiary  Schools. 

Staff.  Of  best  white  ash,  oil  polished ;  one 
inch  in  diameter  and  seven  feet  six  inches 
long,  a  brass  socket  and  ferrule  on  the  lower 
end;  on  the  upper  end,  an  eagle  in  sheet 
brass,  gilt ;  spread  of  wings,  seven  inches. 

Flag.  Of  best  banner  silk ;  07i  the  pike^ 
forty-two  inches  in  width.  Fly^  forty-eight 
inches  long,  with  thirteen  horizontal  stripes 
of  red  and  white  alternating,  beginning  with 
red.  Unio7i.  In  the  upper  quarter,  next  the 
staff,  composed  of  a  number  of  white  stars 
equal  to  the  number  of  States  in  the  Union, 
set  in  a  blue  field  of  seamless  banner  silk.  To 
be  twenty  inches  long  on  the  fly,  and  extend- 
ing downwards  to  the  lower  edge  of  the  fourth 
red  stripe  from  the  top.  In  case  cords  and 
tassels  are  used  with  the  flag,  they  will  be  of 
blue  and  white  silk  intermixed. 

Name.     The  name  of  the  school  should  be  em- 


40 

broidered  in  white  silk  on  the  center  stripe 
of  red,  thus:  "Primary  School  No.  28"  or 
"  Lincoln  Primary  School." 

For  Gra7mnar  Schools. 

Staff.  Of  best  white  ash,  oil  polished ;  one 
inch  and  one-eighth  in  diameter  and  eight 
feet  four  inches  long,  a  brass  socket  and  fer- 
rule fitted  on  lower  end ;  on  upper  end  an 
eagle  in  sheet  brass,  gilt ;  spread  of  wings 
seven  inches. 

Flag.  Of  best  banner  silk ;  oji  the  pike^ 
forty-eight  inches  in  width.  Fly.,  fifty-four 
inches  long,  with  thirteen  horizontal  stripes 
of  red  and  white  alternating,  beginning  with 
the  red.  Utiion.  In  the  upper  quarter,  next 
the  staff,  composed  of  a  number  of  white 
stars  equal  to  the  number  of  States  in  the 
Union,  set  in  a  blue  field  of  seamless  banner 
silk.  To  be  twenty-two  inches  long  on  the 
fly  and  extending  downward  to  the  lower  edge 
of  the  fourth  red  stripe  from  the  top.  In 
case  cords  and  tassels  are  used  with  the  flag, 
they  will  be  of  scarlet  and  yellow  silk  inter- 
mixed. 

Name.  The  name  of  the  school  should  be  em- 
broidered in  yellow  silk  on  the  center  stripe 
of  red,  thus  :  "  Grammar  School  No.  77  "  or 
"  Boylston  Grammar  School." 

For  High  and  Normal  Schools. 

Staff  Of  best  white  ash,  varnished  and  pol- 
ished ;  one  inch  and  one-eighth  in  diameter 


41 

and  nine  feet  two  inches  long  ;  a  brass  socket 
and  ferrule  fitted  to  the  lower  end ;    on  the 
upper  end  an  eagle  in  sheet  brass,  gilt ;  spread 
of  wings,  seven  inches. 
Flag.      Of   best   banner   silk ;   on   the   pike^ 
sixty   inches   wide.      Fly^    sixty-five   inches 
long,  with  thirteen  horizontal  stripes  of  red 
and  white  alternating,  begining  with  the  red. 
Union.     In  the  upper  quarter,  next  the  staff, 
composed  of  a  number  of  white  stars  equal 
to  the  number  of  States,  set  in  a  blue  field 
of  seamless  banner  silk.     To  be  twenty-six 
inches  long  on  the  fly  and  extending  down- 
ward to  the  lower  edge  of  the  fourth  stripe 
of  red  from  the  top.     Cords  and  tassels,  crim- 
son and  yellow  silk  intermixed. 
Name.     The  name  of  the  school  should  be  em- 
broidered in  crimson  silk  on  the  white  stripe 
next  below  the  center  stripe  of  red,  thus : 
"  Putnam  High  School "  or  "  Cortland  Nor- 
mal School." 
These  flags,  both  on  account  of  their  cost,  as  well 
as  the  object  for  which  they  are  procured,  are  worthy 
of  the  best  of  care.     When  not  in  use,  therefore, 
they  should  be  neatly  rolled  on  their  staffs  and  pro- 
tected by  a  glazed  or  oil-cloth  cover  drawn  over  both 
eagle  and  flag,  gathered  and  tied  at  the  lower  end. 

Whether  we  regard  it  from  a  patriotic  stand-point, 
or  from  a  narrower  and  even  a  purely  selfish  point 
of  view,  I  am  convinced  that  the  friends  of  educa- 
tion, and  particularly  the  parents  of  scholars  attend- 
ing a  school,  can  nowhere  find  a  more  worthy  or 


42 

more  appropriate  object  for  the  exercise  of  their 
generosity  than  that  of  assisting  to  provide  one  of 
the  flags  just  described  for  that  school  in  which  they 
are  personally  interested.  I  say  it  without  the 
slightest  hesitation,  that  no  investment  of  their 
money  will  in  the  long  run  pay  nearly  as  well. 
Were  all  citizens  good  citizens,  or  indeed  half  as 
good  as  the  model  I  have  drawn  in  this  address, 
there  would  be  but  little  need  for  either  police,  courts 
or  prisons.  A  very  little  statistical  research  will 
show  that  the  expense  which  organized  society  is 
put  to,  in  order  to  defend  itself  against  the  evil  and 
destructive  effects  of  ignorance,  vice,  and  crime,  far 
exceeds  all  other  forms  of  taxation.  No  tax-levy 
gives  so  enormous  a  return  as  that  laid  for  educa- 
tion. * 

*  Statement  Showing  the  Annual  Appropriations  for  the  Enforce- 
ment OF  Law  and  for  Public  Education  in  the  Municipal 
Government  of  the  City  of  New  York  for  the  Calendar 
Year  1889. 

The  Enforcement  of  Law. 

Departments.  Amounts. 

The  Law  Department $216,544  00 

The  Department  of  Public  Charities  and  Corrections 2,190,050  00 

The  Police  Department 4,409,550  94 

Salaries — City  Courts 351,900  00 

Salaries — The  Judiciary 1,087,550  00 

The  Sheriff's  Office 65,700  00 

Asylums,  Reformatories,  and  Charitable  Institutions 1,142,132  61 

Cost  of  the  enforcement  of  Latu $9,470,427  55 

Public  Education. 

The  Board  of  Education,  for  Public  Instruction $4,079,008  86 

The  College  of  the  City  of  New  York 146,600  00 

The  Normal  College 118,500  00 

Cost  of  Public  Education $4,344,008  86 

The  amount  appropriated  for  Piibiic  Education  is  45.8  per  cent,  of  that 
appropriated  for  the  enfoj-ccment  of  Lazv. 


43 

Therefore,  I  say,  when  the  children  or  the  pupils 
in  any  school,  after  having  had  a  few  months'  ex- 
perience in  the  use  of  the  "  Scholar's "  and  the 
"  Class  "  flag,  begin  to  understand  what  true  patriot- 
ism means,  and  seek  to  give  expression  to  the  eu; 
thusiasm  which  their  use  has  aroused,  then  let  their 
friends  come  forward  in  a  body  and  make  the  busi- 
ness of  procuring  a  "  School  Flag  "  a  public  affair. 
The  collection  of  the  necessary  funds,  the  selection 
of  the  flag,  and  all  the  other  details  incidental  to 
the  matter,  will  be  as  interesting  and  profitable  to 
the  participants  as  the  friendly  struggle  for  the 
Scholars'  or  Class  Flag  has  been  beneficial  to  the 
pupils;  and  I  feel  assured  that  after  experiencing 
the  enthusiasm  which  such  a  public-spirited  spec- 
tacle will  arouse,  no  one  will  ever  regret  any  part 
he  or  she  may  have  taken  in  it.  The  presentation 
of  such  a  flag  should  be  made  the  occasion  of  an 
era  of  good  feeling  in  the  whole  community.  What- 
ever our  politics  may  be,  we  are  first  of  all  and 
above  all,  loyal  Americans,  and  next  to  uniting  for 
defense  against  an  armed  invasion  of  our  country, 
is  the  act  of  uniting  against  ignorance  and  all  its 
concomitant  evils — against  the  enemies  of  society 
and  social  order — in  the  name  of  patriotic  educa- 
tion. 

The  practice  of  Posts  of  the  Grand  Army  of  the 
Republic,  composed  as  is  this  organization  exclu- 
sively of  veterans  of  the  war  of  the  Rebellion,  of 
presenting  to  the  public  schools  in  this  city  and 
throughout  the  State  as  well,  handsome  national 


44 

flags,  has — as  has  been  shown  by  the  record  given 
in  Part  First — become  quite  general  within  the  last 
tv/o  years.  The  number  of  such  presentations, 
which  were  made  to  public  schools  in  this  city  last 
year,  clearly  indicate  the  depth  and  sincerity  of  the 
popular  feeling  on  this  subject.  I  can  conceive  of 
no  public  act  more  appropriate  and  timely  than  that 
of  the  veterans  of  the  w^ar,  as  the  surviving  repre- 
sentatives of  that  grand  army  of  more  that  a  million 
of  men,  by  whose  fortitude,  courage,  and  valor  the 
union  of  these  States  was  preserved  as  a  precious 
heritage  for  their  children,  thus  coming  forward  in 
their  declining  years,  bearing  gifts  of  national  flags 
to  the  children  of  the  public  schools — the  wards  of 
the  State,  to  remind  them  not  only  of  what  they  owe 
to  that  grand  army  of  1 861-1865,  but  what  an  in- 
estimable legacy  of  freedom  and  liberty  this  flag 
represents,  and  under  what  weighty  obligations 
these  gifts  place  these  youths,  who  are  to  be  at  no 
distant  day  in  their  turn,  the  conserv^ators  of  these 
grand  principles  and  the  defenders  of  this  land  of 
their  birth,  or  of  their  adoption. 

In  describing  the  three  sizes  of  the  School  Flag, 
mention  was  made  of  having  the  name  of  the  school 
embroidered  on  its  flag.  As  embroidery  is  an  art 
particularly  adapted  to  the  ability  and  sesthetic 
taste  of  young  girls,  and  in  which  many  are  quite 
skillful,  I  would  suggest  that  in  every  school  in  which 
there  are  girls,  the  work  of  executing  the  embroid- 
ery of  the  name  be  placed  in  the  hands  of  a  com- 
mittee  of  the   most   competent   pupils.     In   boys' 


45 

grammar  schools,  a  committee  of  boys  miglit  be  ap- 
pointed to  wait  upon  the  Principal  of  the  nearest 
girls'  grammar  school  to  solicit  the  aid  of  the  girls 
in  the  matter  of  thus  lettering  their  flag ;  the  boys 
rendering  the  girls  some  equivalent  favor.  Having 
a  subject  of  national  interest  in  common,  the  asso- 
ciation under  such  circumstances,  would  be  bene- 
ficial to  both  sexes.  Nothing  could  be  more  human- 
izing or  more  promotive  of  patriotic  feeling  than 
these  social  amenities.  They  should  find  a  place  in 
every  school. 

Assuming  that  a  school  has  come  into  possession 
of  such  a  flag  as  has  just  been  described,  the  points 
connected  with  its  use  to  be  considered  primarily, 
are  :  What  shall  be  the  qualifications  of  the  stand- 
ard-bearer? For  what  length  of  time  shall  he  be 
charged  with  such  duty,  and  under  what  conditions 
shall  he  be  elected  ? — that  is  to  say,  the  first  question 
to  be  decided  is  the  eligibility  of  the  candidates  ;  the 
next,  their  term  of  office  ;  and  lastly,  the  mode  of 
electing  them. 

Regarding  eligibility,  it  appears  to  me,  that  if  we 
would  make  our  practice  entirely  consistent  with  the 
principle  already  laid  down  of  rewarding  good  con- 
duct— that  is,  of  rewarding  exceptional  merit  as  re- 
gards qualifications  for  citizenship — the  selection  of 
candidates  for  the  office  of  color-bearer  for  the  School 
Flag  should  be  confined  exclusively  to  those  pupils 
who  have  been  class  color-bearers.  All  will  agree 
that  the  his^hest  honors  should  be  conferred  and  the 
greatest  responsibilities  imposed  upon  those  who  in 


46 

similar  positions  of  public  trust  liave  proved  them- 
selves worthy  of  the  confidence  and  respect  of  their 
associates ;  and  hence  it  is  fair  and  reasonable  to 
assume,  that  those  scholars,  whom  the  deliberate 
judgment  of  each  class  has  pronounced  best  fitted 
to  represent  it,  will  be  the  ones  of  all  the  pupils,  who 
would  most  creditably  represent,  and  do  the  most 
honor  to  the  school  as  a  whole.  Such  a  limitation 
of  the  candidacy  would  be  in  perfect  harmony  with 
both  the  theory  and  practice  of  American  principles 
and  American  institutions. 

Coming  next  to  the  question  of  the  length  of  the 
term  of  office,  we  have  seen  that  in  the  case  of  the 
Scholar's  Flag,  representing  as  that  flag  does,  the 
merits  of  but  a  single  individual,  the  time  for  which 
it  can  be  held  by  the  winner  must  necessarily  be 
brief;  both  because  of  the  number  of  individuals 
who  will  be  constantly  competing  for  it,  whose 
equitable  rights  must  be  regarded,  and  that  in 
accordance  with  one  of  the  fundamental  principles 
on  which  civil  society  is  based,  the  interests  of  a 
single  individual  must  ever  be  subordinate  to  the 
general  interest  of  the  great  body  of  individuals 
which  compose  society  at  large. 

Hence  it  is  that  the  Class  Flag,  representing  as  it 
does  a  body  of  individuals,  has  a  far  greater  signifi- 
cance than  the  Scholar's  Flag.  A  significance  which, 
so  far  as  the  honor  and  responsibility  of  bearing  it 
are  concerned,  is  measured  by  the  increased  length 
of  time  during  which  the  bearer  is  charged  with  its 
care.     In  other  words,  with  every  increase  in  the 


47 

number  of  persons  whose  interests  and  riglits  the 
flag  stands  for,  comes  a  corresponding  increase  in  the 
honor  and  dignity  with  which  the  standard-bearer's 
ofiice  is  invested. 

Extending  the  application  of  this  principle  to  the 
interests  of  the  school  taken  as  a  whole,  it  is 
eminently  wise  and  proper  that  the  term  of  of&ce  of 
the  bearer  of  the  School  Flag  should  be  still  longer 
than  that  of  the  bearer  of  the  Class  Flag;  and 
accordingly,  in  order  that  the  period  during  which 
the  care  of  the  School  Flag  is  committed  to  a  single 
scholar,  shall  be  commensurate  with  the  importance 
of  the  representation  and  the  responsibilities  of  the 
trust,  the  term  of  office  for  the  bearer  of  this  Flag 
should  be,  in  my  opinion,  not  less  than  a  calendar 
month.  As  to  the  mode  of  electing  this  officer,  I  sub- 
mit for  your  consideration  the  following  suggestive 
outline  of  the  course  to  be  pursued  ;  premising,  that 
we  should  constantly  bear  in  mind  that  we  are  now 
about  to  give  these  children  lessons  in  the  elements 
of  civil  government,  according  to  the  forms  and 
usages  most  consonant  with  the  spirit  of  our  Amer- 
ican institutions  ;  namely,  that  all  citizens,  according 
"to  the  definition  of  citizenship  just  given,'''  stand  on 
an  equal  footing  before  the  law,  and  that  all  are 
equally  responsible  for  the  character  and  conduct  of 
those  of  their  number,  to  whom,  through  the  medium 
of  the  ballot,  public  trusts,  public  duties  and  their 
attendant  responsibilities  are  committed.  Here,  3^ou 
will  perceive,  is  an  admirable  opportunity  to  bring 

See  page  25. 


48 

into  play  that  deep  sense  of  j  ustice  and  desire  for 
equitable  dealing,  that  independence  of  thought,  that 
freedom  of  the  mental  powers,  which,  coupled  with  a 
clear  knowledge  of  the  merits  of  the  question  to  be 
decided,  constitute  the  only  solid  ground-work  upon 
which  an  unbiassed  and  correct  judgment  can  be 
based.  This  is  the  kind  of  training  which  forms  the 
true  source  of  that  self-reliance,  to  which  I  have  re- 
peatedly referred  as  one  of  the  prominent,  and  to  my 
mind  one  of  the  most  commendable  traits  of  the 
American  character.  A  trait  which  will  be  empha- 
sized and  strengthened,  just  in  proportion  as  the 
education  you  give  these  children  is  founded  upon 
sound  principles,  is  thorough  in  its  details,  broad, 
liberal  and  yet  practical  in  its  aims,  and  noble  in 
its  aspirations. 

In  accordance  with  the  precedent  already  estab- 
lished in  the  case  of  the  Class  Flag,  and  in  harmony 
with  the  great  political  principle  first  formulated  in 
the  Declaration  of  Independence, "  That  governments 
derive  their  just  powers  from  the  consent  of  the 
governed,"  the  bearer  of  the  School  Flag  should  be 
chosen  by  a  majority  of  all  the  pupils  in  the  school. 
Upon  this  question  every  scholar  on  the  rolls,  no 
matter  what  its  age,  should  have  the  right  accorded 
to  it  of  indicating  its  choice.  Here  is  an  opportunity 
for  practical  training  and  correct  instruction  in  one 
American  institution  at  least — universal  suffrage — 
which  ought  not  to  be  neglected.  The  decision  of 
the  school  as  regards  its  choice  of  a  representative 
should  be  expressed  through  the  ballot.  The  elec- 
tion should  be  held  on  the  day  next  preceding  the  last 


49 

school-day  of  the  month,  next  before  that  during 
which  the  standard-bearer  is  to  hold  office. 

In  order  that  the  election  shall  not  in  any  way 
interfere  with  the  regular  duties  of  the  school,  and 
that  it  may  be  conducted  in  a  perfectly  orderly  and 
becoming  manner,  it  should  take  place  on  the  day 
named,  after  the  dismissal  of  the  school,  at  an  hour 
to  be  announced  by  the  Principal. 

Tlie  ballot-box  will  be  placed  in  charge  of  from 
two  to  s\yi  Judges  of  Election^  according  to  the  size 
of  the  school,*  which  Judges  are  to  be  selected  by  the 
Principal  from  among  the  teachers,  at  least  ten  days 
prior  to  the  day  on  which  the  election  is  to  be  held. 
Upon  being  selected  their  names  will  be  announced 
to  the  school  at  the  next  morning  exercise,  and  will 
be  posted  on  the  bulletin-board  as  hereinafter  pre- 
scribed for  the  candidates. 

*  The  importance  of  the  duties  here  assigned  to  the  Judges  of  Election 
and  their  onerous  character  can  be  better  understood  and  appreciated, 
when  we  consider  what  it  will  be  to  receive  and  canvass  the  ballots  of 
from  200  to  1,600  children,  whose  numbers  in  many  of  the  Primary 
Departments  or  Grammar  Schools  in  this  city  fall  within  these  limits. 
Here  again  is  an  opportunity  for  the  introduction  of  orderly  methods  for 
enabling  the  voters  to  deposit  their  ballots  rapidly,  for  skillful  manage- 
ment of  large  numbers,  without  confusion  or  noise,  and  in  numerous 
other  directions  for  the  display  of  ability  in  organization  and  adminis- 
tration, rarely  to  be  met  with;  but  through  the  medium  of  which,  lessons 
in  self-restraint,  in  self-government  as  well  as  in  civil  government  and 
citizenship,  of  inestimable  value,  can  be  impressed  on  the  pupils,  which 
they  will  never  forget. 

In  schools  in  which  the  Principal  is  the  only  teacher,  I  would  suggest 
that  he  appoint  two  of  the  most  intelligent  and  best  behaved  pupils  to 
act  as  Judges  ;  in  schools  or  departments  of  150  pupils  or  less,  there 
should  be  if  possible,  two  Judges  ;  in  those  numbering  from  150  to  500 
pupils  three  Judges  ;  in  those  with  from  500  to  800,  four  Judges  ;  in  those 
with  800  to  1,200,  five  Judges  ;  and  in  those  with  1,200  or  over,  six 
Judges. 


50 

The  duties  of  the  Judges  will  be,  to  see  that  the 
polls  are  duly  opened  and  closed  at  the  place  and  at 
the  times  prescribed  by  the  Principal ;  to  provide  a 
proper  box  or  other  receptacle  for  the  ballots  ;  to 
maintain  perfect  order  during  the  voting  ;  to  see  that 
every  child  has  a  fair  opportunity  to  express  its 
wishes  through  the  medium  of  its  ballot ;  to  count 
the  ballots,  ascertain  the  result,  and  make  an  ofhcial 
report  of  the  same  in  writing  to  the  Principal. 

Ten  days  prior  to  the  day  on  which  the  election  is 

to  be  held,  the  name  of  each  candidate  for  the  office 

of  school  standard-bearer '''  will  be  submitted  to  the 

Principal  by  the  friends  of  each  candidate,  through 

the  medium  of  a  letter  prepared  according  to  the 

following  form  :  f 

New  York,  May  i8,  1889. 

Mr.  Edward  A.  Page, 

Principal  Boys'  Department^ 

Grammar  School  No.  77  .• 
Dear  Sir  : 

We  have  the  honor  to  present  for  your  con- 
sideration and  approval,  the  name  of  CharlES 
Brown,  of  class  A-2,  as  a  candidate  for  the  office  of 
3chool  standard-bearer  for  the  month  of  June,  1889. 

Very  respectfully. 

Your  obedient  servants, 

(Here  follow  the  sio:naturcs  of  the  Committee  which 
has  Charles  Brown's  interests  in  charge.) 

*  No  scholar  to  be  eligible  unless  he  or  she  has  held  the  office  of  class 
color-bearer  at  least  one  term,  or  has  been  duly  elected  and  served  for  at 
least  one  calendar  month  as  a  member  of  the  school  color  guard,  prior 
to  his  or  her  candidacy. 

f  This  letter  should  be  neatly  written  on  one  side  of  a  sheet  of  letter- 


51 

If  in  the  opiuion  of  tlie  Principal  the  candidate 
thus  proposed  is  a  proper  person  to  fill  the  office,  he 
will  enter  the  name  on  the  official  list  of  candidates 
and  their  promoters,  over  his  own  official  signature, 
and  post  the  list  so  authenticated  on  the  school 
bulletin  or  notice-board,  one  week  prior  to  the  day 
on  which  the  election  is  to  take  place. 

Votes  cast  for  any  other  candidates  than  those  thus 
proposed  will  not  be  considered  by  the  Judges,  but 
will  be  returned  as  blank  votes. 

At  the  same  time  that  the  names  of  the  candidates 
are  posted,  the  Principal  will  in  writing,  over  his 
official  signature,  announce  the  day  on  which,  the 
room  in,  and  hour  at  which  the  polls  will  be  open, 
and  also  the  names  of  the  Judges  he  has  selected. 

The  votes  having  been  duly  canvassed,  the  result 
of  the  election  will  be  reported  in  writing  to  the 
Principal,  before  9  A.M.  the  next  day,  in  the  follow- 
ing form  : 

New  York,  May  30,  1889. 

Mr.  Edward  A.  Page, 

Principal  Boys'  Department^ 

Grammar  School  No.  77  .• 

Dear  Sir  : 

We  would  respectfull}^  report  the  following 
as  the  result  of  an  election  held  in  the  Assembly 
Hall  between  the  hours  of  3.15  and  5  p.  m.  to-day 

paper,  leaving  a  margin  of  not  less  than  an  inch  wide  at  the  left  hand. 
It  should  be  folded  in  three  equal  parts,  across  the  page,  be  inclosed  in 
a  No.  9  envelope  and  properly  addressed  to  the  Principal. 


52 

for  a  School  Slandard-Bearer  to  take  the  place  of 
Henry  Raymond,  whose  term  of  office  expires  on  the 
morning  of  June  i,  next. 

Whole  number  of  scholars  on  the  school  rolls,  890 
Whole  number  of  votes  cast,  -  -  -  854 
Necessary  to  a  choice,  -         -         -         -  428 


Of  which  Charles  Brown  received, 

-  536 

"       "      Henry  James,          "       -         - 

-  1S6 

"       "      Thomas  Pope,         "       - 

-  123 

"       "      Blank,                      "       - 

-       9 

Total  votes,  -         -  854 

We  accordingly   declare    Charles    Brown   to  be 

elected. 

Charles  L.  Lawrence, 
Louis  Sommers,  J^^'dges 

Louise  Kramer,  \       of 

Jennie  Bermingham,  Election. 

Julia  C.  Cremins, 

At  some  point  in  the  morning  exercises  on  the 
following  day,  being  the  last  school-day  in  the 
month,  the  Principal  will  announce  the  result  to 
the  assembled  school  by  reading  the  report  of  the 
Judges,  a  copy  of  which  will  thereafter  be  placed  on 
the  notice-board  for  the  use  of  the  school. 

The  School  Color  Guard. 

If,  as  it  has  been  shown,  it  is  appropriate  and 
advantageous  to  have  a  color  guard  for  the  Class 
Flag,  it  is  even  more  fitting  and  necessary  to  have 
a  similar  body  of  chosen  pupils  as  a  guard  for  the 


53 

School  Flag,  as  will  be  very  apparent,  when  I  come 
to  rehearse  the  duties  which  are  imposed  on  the 
school  standard-bearer  and  his  official  supporters,  in 
connection  with  the  care  of  the  Signal  Flag. 

If  we  would  cultivate  in  children  a  sense  of  res- 
pect, as  well  as  a  love  for  the  flag,  because  of  what 
it  stands  for — because  it  is  the  symbol  of  the  Amer- 
ican Public  School,  we  must  in  every  way  evince  a 
solicitude  respecting  its  care,  and  invest  the  office  of 
the  color  guard  with  all  the  dignity  and  importance 
which  numbers  can  give.  As  in  the  case  of  the 
Class  Flag,  the  guard  for  the  School  Flag  should 
have  an  even  number  of  members  and  for  precisely 
the  same  reason.  As  to  what  this  number  should 
be  I  recommend  the  following  rule  to  determine  it : 
For  all  schools  or  separate  departments  of  a  school 
having  four  hundred  pupils  or  less,  there  should  be 
two  members  in  the  guard  ;  for  schools  or  separate 
departments  with  above  four  hundred  pupils  and  not 
over  seven  hundred,  the  guard  should  be  composed 
of  four  members  ;  for  schools  or  separate  departments 
with  above  seven  hundred  pupils  and  not  over  one 
thousand,  there  should  be  six  members  ;  while  where 
the  number  of  pupils  exceed  one  thousand,  the  guard 
should  number  eight  members. 

Concerning  the  question  of  eligibility  ;  in  accord- 
ance with  the  well-established  principle  that  those 
are  best  fitted  for  special  work,  who  have  had  some 
experience  in  its  details,  and  in  order  that  new  and 
more  desirable  rewards — in  the  form  of  positions  of 
higher  trust,  larger  responsibilities,  and  by  conse- 


54       • 

queuce  of  greater  honor  and  dignity, — may  be  offered 
to  those  pupils  who  have  already  distinguished  them- 
selves by  good  conduct,  only  those  scholars  should 
be  eligible  for  the  guard,  who  have  serv^ed  at  least 
one  term  either  as  a  class  color-bearer,  or  on  the 
class  color  guard,  prior  to  his  or  her  becoming  a 
candidate  for  the  higher  position. 

The  term  of  office  should  be  two  months,  one  half 
the  guard  being  elected  every  month,  thus  securing 
one  or  more  experienced  members  at  all  times. 

The  members  should  be  elected  by  ballot,  on  a 
.-separate  ticket  from  the  school  standard-bearer  ;  the 
ticket  with  the  names  of  the  several  candidates,  being 
inscribed,  when  folded,  "  School  Color  Giiai'd^''  while 
those  for  the  color-bearer  will,  after  being  folded,  be 
inscribed,  "  School  Stajidard-Beaj-ery 

The  nominations  should  be  submitted  to  the 
Principal,  as  in  the  case  of  those  for  the  color-bearer, 
ten  da3^s  prior  to  the  election,  and  in  conformity  to 
the  rules  already  set  out  as  to  being  in  writing, 
being  approved  by  the  Principal,  and  being  duly 
posted. 

After  the  polls  are  closed  the  Judges  will  canvass, 
ffrst,  the  votes  for  the  color-bearer ;  and  next,  the 
votes  for  the  color  guard. 

If  there  is  but  one  vacancy  in  the  guard  to  be 
filled,  the  candidate  receiving  the  highest  number  of 
votes  will  be  declared  elected.  If  there  are  two,  three 
or  four  vacancies  to  be  filled,  the  two,  three  or  four 
candidates  having  the  highest  number  of  votes  will 
he  declared  elected.     Immediately  after  the  result  of 


55 

the  election  has  been  ascertained,  the  Judges  will 
make  a  written  report  to  the  Principal  in  the  follow- 
ing form : 

New  York,  May  30,  1889. 

Mr.  Edward  A.  Page, 

Prhidpal  Boys'  Department^ 

Grammar  School  No.  77/ 
Dear  Sir  : 

We  would  respectfully  report  the  following 
as  the  result  of  the  election  held  to-day  for  two  mem- 
bers of  the  school  color  guard,  to  serve  during  the 
months  of  June  and  September  next : 

Whole  number  of  voters,  -         -         -         -       784 
Whole  number  of  votes  cast,     -         -         -    1,568 


Of  which  James  Fraser  received,  -  -  467 

"       "      Solomon  Cohn       "  -  -  465 

"       "      Henry  Otis             "  -  -  450 

"       "      Patrick  Halloran   "  -  -  180 

"       "      Blank                      "  .  -  6 


Total,         -    1,568 

We  accordingly  declare  James  Fraser  and  Solo- 
mon Cohn  to  have  been  duly  elected. 

Charles  L.  Lawrence,  " 
Louis  Sommers,  Judges 

Louise  Kramer,  \       of 

Jennie  Beriniingham,  Election. 

Julia  C  Cremins, 

At  the  morning  exercise  on  the  last  school-day  of 
the  month,  at  the  same  time  that  the  Principal 
announces  the  result  of  the  ballot  for  the  school 


56 

standard-bearer  for  the  ensuing  month,  he  will  also 
announce  the  names  of  those  of  the  color  guard 
declared  to  be  duly  elected  for  the  ensuing  two 
months  by  the  Judges  of  Election. 

As  a  still  further  honor,  the  school  color-bearer 
and  the  members  of  his  guard,  will  be  decorated  by 
the  Principal  with  the  badge  of  citizenship,  on  the 
occasion  of  the  ceremonious  transfer  of  the  School 
Flag  from  the  old  to  the  new  guard,  at  the  morning 
exercise  of  the  first  school-day  in  the  month.  These 
badges  they  will  be  permitted  to  wear  during  school 
hours  and  on  all  occasions  of  ceremony  at  which  the 
colors  are  carried. 

Transfer  of  the  School  Flag  from  the  custody  of  the 
old^  to  that  of  the  new  Guard. 

The  ceremony  of  transferring  the  School  Flag 
from  the  custody  and  care  of  the  old  standard-bearer 
and  his  guard,  to  that  of  the  new  bearer  and  his 
associates,  if  conducted  with  tact  and  dignity  on  the 
part  of  the  Principal,  can  be  made,  not  only  a  most 
impressive  occasion,  but  one  affording  a  fitting 
opportunity  for  the  head  of  the  school  to  give  voice 
to,  and  to  inculcate  the  noblest  and  most  patriotic 
sentiments.  In  fact,  he  should  so  carefully  prepare 
himself  for  the  occasion,  as  to  make  each  monthly 
return  of  the  day  an  opportunity  for  impressing  on 
the  minds  of  his  pupils  some  great  historic  truth, 
having  a  direct  bearing  on  the  birth,  development, 
or  the  present  condition  of  our  political  institutions  ; 
so  that  it  will  be  a  day  looked  forward  to  with  the 


57 

deepest  interest  by  every  scliolar,  to  hear  what  he 
may  have  to  say. 

On  the  assembling  of  the  school  at  9  A.  m.  on  the 
first  school-day  of  the  month,  the  first  exercise  on  the 
programme  will  be  the  inauguration  of  the  new 
school  standard-bearer 

The  outgoing  standard-bearer,  carrying  the  flag 
unfurled  and  attended  by  his  color  guard,  will  take 
up  a  position  on  the  right  of  the  Principal's  platform, 
the  flag  in  front,  the  guard  by  twos  in  its  rear,  the 
drummer  or  bugler  in  rear  of  the  guard.  At  the 
same  time,  the  new  standard-bearer,  followed  by  the 
one  or  more  new  members  of  his  guard,  will  assume 
a  corresponding  position  on  the  left  of  the  platform. 

The  school  being  assembled ;  having  given  the 
usual  morning  salutation  to  the  Principal,  and  the 
Scriptures  having  been  read,  at  a  signal  on  the  bell, 
the  two  standard-bearers,  attended  by  their  respective 
guards,  will  advance  slowly  to  the  space  in  front  of 
the  platform,  arranging  themselves  in  a  single  line 
facing  the  school ;  the  new  standard-bearer  and  his 
guard  in  front  of  the  middle  of  the  platform,  the  old 
guard  on  the  right  of  the  new  one,  and  two  paces 
therefrom  ;  the  music  at  the  extreme  right  with  an 
interval  of  two  paces  between  it  and  the  old  guard. 

The  two  guards  having  taken  up  their  positions, 
the  Principal  will  proceed  in  a  few  pointed  and  well- 
chosen  words  to  carry  out  the  suggestion  just  made 
touching  the  subject  of  his  remarks.  Selecting  some 
striking  incident  or  event  in  the  past,  or  in  the  con- 
temporaneous history  of  the  American  people,  he  will 


58 

point  out  its  bearing  or  inflnence,  upon  the  social  or 
political  life  and  growth  of  the  nation.  If  the  ex- 
ample selected  is  of  a  date  anterior  to  the  Declaration 
of  Independence,  he  will  endeavor  to  trace  how  far 
it  may  have  contributed  to  lay  the  foundations  of  the 
government  under  which  we  live  ;  if  the  event  is 
more  recent,  he  will  seek  to  show  how  far  its  influence 
may  have  promoted,  or  retarded  the  growth  of  Amer- 
ican institutions.  He  should  essay  to  draw  a  moral 
from  the  narrative,  and  connect  it  if  possible  with  the 
ceremony  which  the  school  is  about  to  witness — of 
transferring  the  symbol  of  national  sovereignty  from 
one  custodian  to  another.  As,  for  instance,  by  call- 
ing attention  to  that  aspect  of  the  philosophy  of 
history  which  teaches  us  that  great  men  pass  away, 
that  measures  of  seemingly  vast  import  prove  tran- 
sitory in  their  results,  but  great  principles  and  great 
truths  in  morals  and  iu'  politics,  remain  for  ever 
immutable. 

If  the  outgoing  standard-bearer  has  performed  his 
duty  well,  the  fact  should  be  alluded  to  in  terms  of 
commendation,  and  a  conclusion  should  be  reached 
by  exhorting  the  whole  school  to  emulate  the  ex- 
ample of  this  public  of&cer  in  the  discharge  of  their 
duties  as  scholars  and  citizens. 

Having  closed  his  remarks,  the  Principal  will 
proceed  to  collect  the  badges  of  citizenship  held  by 
the  old  standard-bearer  and  the  outgoing  members 
of  his  guard  during  their  term  of  office,  by  slowly 
passing  in  front  of  the  guard  so  as  to  give  each  one 
an  opportunity  to  surrender  his  badge.     This  done, 


59 

he  will  pass  to  tHe  front  of  the  new  guard,  and  com- 
mencing with  the  color-bearer,  will  decorate  him  and 
each  of  the  new  members  of  his  guard  with  a  badge. 
Returning  to  the  old  guard,  he  will  take  a  position  in 
front  of  and  facing  the  colors  ;  whereupon  the  out- 
going standard-bearer  will  surrender  the  colors  to 
him,  with  all  the  elegance  of  movement  and  dignity 
of  manner  at  his  command. 

Taking  the  flag  in  his  right  hand,  the  Principal 
will  advance  a  few  paces  to  the  open  space  in  front 
of  the  guard,  half  facing  the  school,  at  which  place 
he  will  be  at  once  joined  by  the  new  standard-bearer, 
who  will  take  a  position  on  the  left  of,  and  facing  the 
Principal.  Thereupon,  the  Principal,  in  a  clear  voice 
and  with  a  deliberate  and  emphatic  utterance,  so  that 
the  whole  school  can  hear,  will  address  the  color- 
bearer  somewhat  to  this  effect : 

"  A.  B. ;  you  have  been  formally  chosen  by  your 
school-mates  as  their  representative  to  carry  this  flag 
for  the  ensuing  month.  I  charge  you  to  be  faithful 
and  true  to  this  high  trust,  and  neither  by  word  nor 
deed  to  do  aught  to  tarnish  the  fair  fame  of  this 
school,  of  which  this  standard  is  the  sj^mbol.  Guard 
this  flag,  then,  with  jealous  care  ;  it  stands  for  our 
common  country  ;  it  stands  for  that  grand  system 
of  public  education,  which  has  freely  placed  at  your 
disposal  the  matchless  opportunities  for  self-improve- 
ment which  you  and  your  associates  enjo}^  to-da}- ; 
it  stands  for  all  that  is  best  in  our  modem  civiliza- 
tion ;  I  hereby  place  this  flag  in  your  keeping,  and 
with  it  the  reputation  and  honor  of  this  school." 


60 

With  these  words  the  Principal  will  place  the 
flag  in  the  hands  of  the  standard-bearer,  who  will 
immediately  resume  his  position  in  the  ranks  of  his 
guard. 

At  the  same  moment,  those  members  of  the  old 
guard  who  have  yet  a  month  to  serv^e,  will  quietly 
take  their  places  in  the  new  guard,  next  to  the  color- 
bearer. 

The  Principal  having  resumed  his  place  on  the 
platform,  at  a  signal  on  the  bell,  the  whole  school 
will  rise.  When  the  utmost  stillness  reigns,  the  flag 
will  be  saluted  by  the  school  in  the  manner  already 
described  in  connection  with  the  Class  Flag.*  As 
soon  as  the  salute  has  been  given,  at  the  command 
of  the  Principal,  while  the  school  remains  standing, 
the  old  guard,  led  by  its  drummer,  beating  an  ap- 
propriate air,  will  march  past  the  new  guard  with 
heads  erect,  firm  steps  and  a  soldierly  carriage,  and 
so  return  to  their  places  in  the  school.  As  they 
pass  before  the  new  guard,  the  flag  will  be  dipped 
in  their  honor. 

The  installation  of  the  new  standard-bearer  con- 
cluded, the  ordinary  routine  of  the  morning  exercise 
will  be  resumed. 

5.    The  Signal  Flag. 

Having  studied  the  subject  of  the  introduction  of 
the  flag  in  its  symbolic  character,  into  the  curricu- 
lum, so  far  as  the  daily  internal  administration  of  the 
school  is  concerned,  we  pass  next  to  the  considera- 

*  See  pages  32-35. 


61 

tion  of  the  influence  whicli  the  flag  can  be  made  to 
exert  on  the  public  at  large,  through  the  agency  of 
the  external  administration  of  the  school,  as  it  floats 
from  a  flag-stafi"  placed  on  the  school-house,  or  in 
the  adjacent  grounds:'^  i.  When  used  as  a  symbol 
to  mark  the  loyalty  of  every  teacher  and  every 
scholar  to  American  principles  and  American  insti- 
tutions :  and  2,  When  used  as  a  signal,  to  indicate 
that  the  school  is  in  session. 

If  a  century  of  vigorous  and  unexampled  growth 
entitles  us  as  a  people  to  take  high  rank  among  the 
nations  of  the  earth  ;  if  the  public  school  can  be 
properly  regarded,  as  I  have  here  claimed  that  it  is, 
the  nursery  of  the  State,  then  I  can  conceive  of 
nothing  more  appropriate  than  that  the  peculiar 
office  of  these  schools  should  be,  to  teach  patriotism 
to  the  children  of  this  people,  with  the  symbol  of 
national  sovereignty  floating  above  them.  The  idea 
of  raising  the  national  ensign  over  the  school-house, 
is  by  no  means  a  new  one  in  this  metropolis.  During 
the  war  of  the  rebellion  of  1861-65  every  public 
school  in  this  city  was  dominated  by  a  flag-staff", 
and  in  harmony  with  the  intensely  national  feeling 
which  at  that  period  permeated  all  classes  of  so- 
ciety, the  national  colors  were  always  displayed 
whenever  any  occasion  arose  demanding  it. 

As  time  went  on  and  the  stirring  events  of  the 
war  passed  into  history,  the  exuberance  of  patriotic 
ardor  became  less  and  less,  the  flag  was  more  infre- 
quently seen  on  the  schools,  until  in  1887,  but  about 

*See  page  13,  ante. 


62 

twenty-five  flag-staffs  remained  on  the  one  hundred 
and  thirty-two  public  school  houses  in  the  city  at  that 
date,  and  most  of  these  were  in  an  unserviceable 
condition.  In  that  year  surveys  and  estimates  were 
made,  looking  to  the  renewal  of  unsafe  staffs,  placing 
new  ones  on  such  houses  as  were  without  them,  and 
supplying  the  whole  number  with  a  new  outfit  of 
halyards  and  flags  ;  these  estimates  amounted  to  a 
total  of  $28,000. 

Aside  from  this  great  expense,  not  to  mention  that 
of  renewing  the  halyards  and  flags  periodically,  the 
leaking  of  the  roofs — caused  by  the  injury  to  the 
roof  covering  from  the  racking  motion  of  the  staff 
during  the  continuance  of  high  winds,  and  by  persons 
constantly  walking  over  them  to  reach  the  staffs — 
was  found  to  be  an  insuperable  objection  from  a 
constructive  point  of  view,  to  allowing  the  staffs  to 
remain  on  top  of  the  school-houses,  and  accordingly, 
in  1888,  nearly  all  that  remained  were  removed.* 

As  the  patriotic  enthusiasm  among  the  teachers 
and  pupils  in  these  schools,  until  a  very  recent 
period,  was  not  sufficiently  fervid  or  pronounced,  to 
demand  the  retention  of  the  flag-staffs,  at  the  cost  of 
devising  some  better  way  of  fitting  up  the  staff,  not 
open  to  the  objections  mentioned  ;  or  of  finding  some 
better  location  for  it,  on  or  near  the  building,  the 
whole  matter  of  displaying  the  flag  on  the  school- 
house  fell  into  desuetude. 

*  On  the  1st  of  May,  i8go,  but  eleven  remained  on  the  176  school- 
houses  owned  or  leased  by  the  city  and  in  charge  of  the  Hoard  of  Edu- 
cation, 


63 

Vohuitary  vs.   Compulso}y  Patriotism. 

That  there  has  been  within  the  last  year  a  marked 
revival  in  the  interest  which  the  general  public  takes 
in  the  question,  both  of  the  use  of  the  flag  in  the 
school  and  of  displaying  it  on  our  public  school 
buildings,  is  proved  by  the  fact  that  within  the  past 
five  months  the  legislative  assemblies  of  two  States  * 
have  been  urged  to  place  upon  the  statute-book  laws 
bearing  directly  upon  this  subject. 

It  would  seem  that  in  proportion  a^'  some  of  our 
people  realize  the  fact,  that  heretofore  patriotism,  as 
a  distinct  branch  of  education,  has  been  for  the  most 
part  utterly  ignored  and  neglected  among  us,  so  do 
they  seek  now,  through  the  interposition  of  the 
machinery  of  government,  moved  by  the  zeal  char- 
acteristic of  new  converts,  to  win  over  the  entire 
community  to  their  newly-acquired  views,  even 
though  it  must  be  accomplished — to  speak  meta- 
phorically— at  the  point  of  the  bayonet.  This 
disposition  to  invoke  the  force  and  even  the  penalties 
of  law,  to  reach  results  in  a  matter  which,  as  in  every 
other  form  of  education,  is  dependent  for  its  real 
value  upon  a  proper  cultivation  of  the  mental  powers, 
concurrently  w4th  a  judicious  appeal  to  the  higher 
emotions,  is  in  my  opinion  quite  as  unnecessary  as 
it  is  unwise  and  inexpedient. 

Under  our  form  of  government,  no  law  which  is 
not  sustained  and  backed  by  public  opinion  can  ever 
be  properly  and  peacefully  enforced ;   and  hence, 

*  Wisconsin  and  Pennsylvania. 


64 

until  tHat  great  body  which  we  call  the  public — or  a 
majority  of  it — has  been  so  moulded  and  trained 
through  the  medium  of  the  educating  influences  of 
our  social  and  political  life, — exerted  mainly  through 
the  public  school, — as  to  fully  appreciate  what  true 
patriotism  is,  and  so  make  the  opinion  of  this  great 
public  a  living  force  ;  it  is  idle,  as  it  seems  to  me, 
to  enact  compulsory  measures  to  effect  this  end. 
Neither  patriots  nor  saints  can  be  created  by  statute  ; 
there  is  no  royal  road  to  true  patriotism  through 
legislative  enactments  ;  they  may  be  of  use  to  en- 
courage the  cultivation  of  this  virtue,  but  never  to 
enforce  it.  The  animating  force  which  imparts 
vigor  to  patriotic  ardor  must  proceed  from  within, 
rather  than  act  from  without ;  it  must  be  innate 
rather  than  extrinsic.  In  short,  patriotism,  to  be 
real  and  enduring,  must  be  the  voluntary  offering 
of  a  soul  filled  with  the  noblest  and  most  generous 
impulses,  and  not  a  half-hearted,  reluctant  and  per- 
functory service  rendered  in  obedience  to  arbitrary 
law.  To  reiterate  more  emphatically  what  I  have 
already  said,*  education  in  patriotism,  to  be  of  the 
greatest  and  most  lasting  value,  must  commence  in 
childhood,  the  earlier  in  point  of  years  the  better. 
When,  through  daily  lessons  in  all  the  minor  as  well 
as  the  cardinal  virtues  ;  when,  through  daily  addi- 
tions to  its  stock  of  knowledge,  of  its  relations  to  its 
companions,  of  its  relations  to  the  citizens  of  the 
place  in  which  it  lives,  and  through  these  of  its  rela- 
tions to  that  larger  society  to  which  we  have  given 
the  name  of  the  nation,  the  child,  year  by  year,  learns 

*  See  pages  8,  9,  aute. 


65 

more  and  more  to  appreciate  what  American  citizen- 
ship really  means  ;  when,  with  its  growth  in  stature 
and  all  knowledge,  comes  that  mental  discipline, 
that  intellectual  breadth  and  development  which  en- 
ables it  more  clearly  to  comprehend  the  true  mean- 
ing of  patriotism,  there  will  come  a  time  in  the  evolu- 
tion of  its  school  life  when  the  flag  on  the  school  will 
be  but  the  natural  expression  and  exponent  of  the 
fervid  love  of  country  which  that  discipline  of  mind 
and  body  called  education,  has  developed  in  every 
scholar's    heart.      A   patriotism,  which  supremely 
conscious  of  the  rights,  the  privileges,  the  worth  and 
the  dignity  of  American  citizenship,  will  not  require 
an  act  of  the  Legislature  to  remind  it  of  its  duties. 
This  inclination  to  look  to  the  formalities  and 
force  of  law  to  promote  a  love  of  country,  rather  than 
to  depend  upon  the  slower,  more  democratic,  but  more 
effective  and  thorough  methods  w^hich  I  have  here 
pointed  out,  has  assumed  two  forms,  which  accurately 
reflect  the  political  ideas  of  their  respective  support- 
ers.    One  of  these  may  be  described  as  permissive 
legislation,    the    other    as    mandatory    legislation. 
We  have  an  example  of  the  first  form  in  the  statute 
passed  in  April  last  by  the  Legislature  of  the  State 
of  Wisconsin,  authorizing  School  Boards  to  purchase, 
at   the  public  expense,  one  or  more  flags  of  the 
United  States,  and  place  the  same  in  the  school- 
rooms under  their  charge.*   That  is,  these  Boards  are 

*  LAWS  OF  WISCONSIN,  1889.     Chapter  272, 
AN  ACT  to  authorize  School  Boards  to  purchase  United  States  Flags. 
The   People  of   the    State    of  Wisconsin,    represented    in    Senate    and 
Assembly,  do  enact  as  follows  : 
Section    I.    The   School    Board   of    any   city   or   district   is    hereby 


Q6 

authorized  by  this  act  to  do  for  the  schools,  precisely 
what  the  extended  record  given  in  Part  First  of  this 
address,  shows  has  been  done  voluntarily  for  the  past 
two  years,  by  the  friends  of  the  public-school  sj^stem 
in  this  city. 

We  have  an  example  of  the  second  form  of  legis- 
lation referred  to,  in  a  bill  which  was  introduced  into 
the  House  of  Representatives  of  the  State  of  Penn- 
sylvania in  January  last,  which  not  only  authorized 
the  Boards  of  Directors  and  Controllers  of  the  several 
school  districts  of  the  commonwealth,  but  required 
them,  to  erect  and  maintain  upon  all  buildings  used 
for  school  purposes,  and  over  the  buildings  and 
grounds  of  all  educational  institutions  receiving  aid 
from  that  State,  "  A  flag-staff  equipped  with  the 
necessary  appliances  pertaining  thereto,"  etc.*    I  am 

authorized  to  purchase,  at  public  expense,  one  or  more  flags  of  the 
United  States,  and  place  the  same  in  the  school-room  or  rooms  under 
their  charge  ;  also  to  purchase  such  necessary  apparatus  as  may  be 
necessary  for  properly  preserving  such  flag  or  flags;  provided,  however, 
that  not  more  than  one  flag  and  appurtenances  shall  be  purchased  for 
each  department, 

App7-oved  h.'i^xW  ^,  18S9.     Published  K^xWb,  18S9. 

*  The  following  is  a  copy  of  the  Bill : 

LEGISLATURE  OF  PENNSYLVANIA. 
HOUSE   OF   REPRESENTATIVES.      NO.    15— SESSION   OF   1889. 
Mr.  H.  p.  Brown.     In  place,  January  11,  1889. 
Mr.  H.   p.   Brown.     Education,  January  16,   1S89. 
AN  ACT 
Providing   for   the    purchase,    maintenance    and   daily   display,   during 
school  sessions,  of  the  American  flag  over  all  public  school  buildings 
or  the  grounds  belonging  thereto  within  this  Commonwealth,  and 
over  the  school  buildings  or  grounds  of  all  educational  institutions 
receiving  aid  from  this  Commonwealth. 

Section    I.  Be  it  enacted  by  the  Senate  and  House  of  Representatives 

of  the  Commonwealth  of  Peiinsyhania  in  General  Assembly  met,  and  it 


67 

not  aware  of  the  nature  of  the  arguments  used  by  the 
opponents  of  the  bill,  but  whatever  they  may  have 
been,  they  were  of  sufficient  weight  to  defeat  it  on  a 
third  reading. 

In  striking  contrast  with  the  spirit  and  mandatory 

is  hereby  enacted  by  authority  of  the  same  :  That  the  Boards  of  Directors 
and  Controllers  of  the  several  school  districts  of  this  Commonwealth  be 
and  they  are  hereby  authorized  and  required  to  erect  and  maintain,  or 
cause  to  be  erected  and  maintained  upon  each  and  every  building,  or  the 
grounds  belonging  thereto,  used  and  occupied  for  public  school  purposes 
within  their  several  school  districts,  a  flag-staff  equipped  with  the  neces- 
sary appliances  pertaining  thereto,  and  to  provide  and  maintain  for  each 
of  said  buildings  a  flag  of  the  United  States  of  America,  of  suitable 
dimensions  and  quality,  subject  to  the  inspection  and  approval  of  the 
State  Superintendent  of  Public  Instruction,  or  his  duly  authorized  agent, 
which  shall  be  hoisted  upon  said  flag-staff  by  the  janitor  of  the  school 
building,  or  a  teacher  employed  therein,  or  other  person,  at  the  opening 
of  each  daily  session  of  school,  and  shall  remain  elevated  until  the  close 
of  each  daily  session  during  the  entire  term  or  terms  of  said  public 
school  in  each  and  every  school  year. 

Section  II.  It  shall  be  lawful  for  the  Boards  of  Directors  and  Con- 
trollers of  the  several  school  districts  of  this  Commonwealth  to  purchase 
the  necessary  flag-staffs,  flags  and  other  appliances,  and  to  pay  for  the 
same  and  all  expenses  pertaining  thereto,  out  of  the  ordinary  School 
Fund  of  their  several  districts,  in  the  same  manner  as  salaries,  fuel  and 
other  expenses  are  now  paid. 

Section  III.  The  Boards  of  Directors  or  Controllers  of  the  several 
school  districts  of  this  Commonwealth  shall  not  be  entitled  to  receive 
any  portion  of  the  amount  of  money  due  to  their  several  school  districts 
in  any  year  from  the  State  appropriations  for  public  school  purposes 
until  they  shall  have  certified  under  oath,  to  the  State  Superintendent  of 
Public  Instruction,  that  all  of  the  provisions  of  this  Act  have  been  fully 
complied  with,  which  certificate  shall  be  made  annually. 

Section  IV.  The  Boards  of  Trustees  or  Managers  of  all  educational 
institutions  which  shall  receive  aid  from  the  Commonwealth  shall  be 
required  to  erect  and  maintain,  or  cause  to  be  erected  and  maintained 
upon  their  school  buildings  or  grounds,  a  flag-staff  equ  pped  with  the 
necessary  appliances,  and  to  provide  and  maintain  a  flag  of  the  United 
States  of  America,  and  no  other,  of  suitable  dimensions  and  quality, 
which  shall  be  hoisted  upon  said  flag-staff  at  the  opening  of  each  daily 
session  of  school,  and  shall  remain  elevated  until  the  close  of  each  daily 


68 

character  of  this  bill,  let  me  relate  an  incident  wliicli 
aptly  illustrates  the  principle  I  have  all  through  this 
address  endeavored  to  emphasize,  that  in  its  inception 
and  early  development,  the  sentiment  of  patriotism, 
to  be  perpetually  vigorous   and  fresh,  must  be  a 

session  during  ttie  entire  term  or  terms  of  said  school  in  eacli  and  every 
year,  and  no  portion  of  any  moneys  hereafter  appropriated  to  any  edu- 
cational institution,  shall  be  paid  over  to  such  institution  until  a  certifi- 
cate under  oath  or  affirmation  made  by  the  trustees  or  managers  of  such 
institution  shall  have  been  filed  with  the  State  Treasurer  setting  forth 
that  all  the  provisions  of  this  Act  have  been  fully  complied  with,  which 
certificate  shall  be  made  annually. 

Section  V.  All   Acts  or  parts  of  Acts  inconsistent  herewith  be  and 
the  same  are  hereby  repealed. 


Since  this  address  was  delivered,  another  example  of  bills  of  a  man- 
datory character,  touching  the  display  of  the  flag,  has  been  furnished 
by  the  Legislature  of  the  State  of  New  York.  The  following  is  a  copy 
of  the  bill  referred  to: 

STATE   OF   NEW   YORK. 
No.    12. 

IN  SENATE.   JANUARY  7,  189O. 

Introduced  by  Mr.  Coggeshall — read  twice,  ordered  printed,  and 
referred  to  the  Committee  on  Finance,  when  appointed. 

AN   ACT 
Providing  for  the  purchase  and  display  of  American  flags  in  connection 

with  the  school  buildings  of  the  State. 
The  People  of  the  State  of  A'ew  Yorh,  represented  in  Senate  and  Assem- 
bly, do  enact  as  follozus: 

Section  I,  The  Board  of  Education,  or  the  trustees  in  the  several 
cities  and  school  districts  of  this  State,  shall  purchase,  or  cause  to  be 
purchased,  a  suitable  American  flag,  and  they  shall  erect  and  maintain, 
or  cause  to  be  erected  and  maintained  upon  each  school  building  or  the 
grounds  belonging  thereto,  a  suitable  flag-staff  with  the  necessary  appli- 
ances for  displaying  said  flag,  and  shall  cause  said  flag  to  be  displayed 
upon  said  staff  upon  all  public  holidays,  and  at  such  other  times  as  the 
Board  of  Education  or  the  trustees  may  direct. 

Section  II.  It  shall  be  lawful  for  said  boards  and  trustees  to  pay 
for  said  flags  and  staffs,  and  to  provide  for  the  proper  care  of  the  same, 
from  any  school  funds  which  they  may  have  in  their  hands,  or  which 


69 

spontaneous  emotion;  leaving  it  to  the  matured 
intellectual  powers  to  confirm  and  strengthen,  by 
critical  investigation  and  deliberate  study,  the  im- 
pressions previously  made  on  the  emotional  nature 
of  the  child.  Where  the  heart  is  enlisted,  so  will 
the  intellect  be  directed,  and  with  the  happiest  re- 
sults ;  both  are  imperatively  needed  to  develope  the 
true  patriot.     But  to  my  illustration  : 

This  very  evening'''  I  am  invited  to  be  present  at 
the  West  Side  Italian  School,  on  the  occasion  of  the 
presentation  by  the  young  Italians  of  both  sexes — 
pupils  in  the  evening  class — of  a  large  American  flag,, 
lo  by  20  feet  in  size,  with  suitable  staff  and  hal- 
yards for  displaying  it  from  the  roof  of  the  build- 
ing. I  am  informed  that  these  scholars — who  are 
employed  at  various  vocations  through  the  working- 
day  and  then  voluntarily  spend  two  hours  for  five 
evenings  of  the  week  in  endeavoring  to  obtain  the 
rudiments  of  an  education — when  invited  recently 
in  common  with  all  the  pupils  in  your  schools  to 
aid  in  procuring  a  memorial  tablet  for  your  late 

may  be  subject  to  their  order,  or  to  include  the  expense  thereof  in  the 
next  annual  estimate  for  school  purposes,  or  in  any  tax  list  for  school 
purposes.  The  expense  thereof  shall  be  met  by  boards  and  officers 
charged  with  the  duty  of  raising  or  appropriating  money  for  school 
expenses  as  any  other  necessary  expenditures  for  school  purposes  are 
raised. 

Section  III.  The  Superintendent  of  Public  Instruction  shall  see 
that  all  public  schools,  or  educational  and  charitable  institutions  which 
receive  aid  from  the  State,  shall  comply  with  the  provisions  of  this  Act, 
and  he  is  authorized  to  determine  what  will  constitute  a  suitable  and 
proper  compliance  therewith. 

Section  IV.  This  Act  shall  take  effect  immediately. 

*June  28,  1889. 


70 

Superintendent,  Mr.  Skinner,  contributed  so  gener- 
ously of  their  slender  means,  that  it  was  only  neces- 
sary to  accept  as  their  portion  but  about  one-half  of 
the  amount  offered. 

The  disposition  of  the  balance  having  been  left 
A^ery  properly  to  the  decision  of  the  contributors  ; 
upon  a  ballot  being  taken,  it  was  unanimously 
agreed  to  expend  it  in  the  purchase  of  a  large 
American  ensign,  as  a  patriotic  memorial  in  honor 
of  their  late  friend  and  Superintendent. 

This  spontaneous  and  graceful  recognition  of  what 
American  institutions  have  already  done,  and  are  now 
doing  for  this  class  of  our  city's  population,  is  only 
another  proof  of  how  this  society,  through  you,  its 
teachers  and  the  interpreters  of  the  Christian  spirit 
in  which  it  works,  has  touched,  and  insensibly — but 
none  the  less  strongly — influenced  the  hearts  of 
these  youths,  and  further,  what  a  grand  foundation 
you,  as  its  representatives,  are  thus  laying  for  the 
future  of  this  Republic. 

When  we  consider  the  very  low  social  grade  from 
which  have  came  these  children  of  alien  birth  or 
alien  parentage,  representing  as  their  parents  do  in 
most  cases,  and  their  progenitors  before  them,  the 
peasant  laborers,  the  shepherds  and  the  vine-dressers 
of  the  Italian  provinces,  particularly  those  inhabiting 
the  southern  peninsula — the  Apulia  of  the  Romans 
— a  peasantry,  who,  in  this  portion  of  Italy  at  least, 
for  centuries  have  been  practically  never  else  than 
serfs ;  a  people,  whose  social  and  political  con- 
dition is  to-day,  practically  no  better  than  was  that 


71 

of  their  ancestors  one  thousand  years  ago  ;  compared 
to  whose  dense,  black  ignorance,  bitter  poverty  and 
utterly  hopeless  and  stolidly  apathetic  lives,  the  lot 
of  the  average  American  black  slave  before  the  war 
of  the  rebellion,  stood  for  intelligence,  freedom  and 
affluence  itself;  when  we  come  to  understand  better 
the  magical  change  which  the  immigration  of  their 
parents  to  this  country  has  brought  about  in  the 
daily  lives  of  these  children,  and  what  a  hopeful 
future  their  school  life  unfolds  to  them,  through 
your  devoted  efforts,  where  all  was  dull  despair 
before ;  we  stand  amazed  at  what  a  change  has  been 
wrought  in  these  people  through  your  disinterested 
labors. 

With  all  this  in  view,  it  is  easy  to  understand  with 
what  a  pardonable  pride  these  children  will  hereafter 
gaze  upon  that  flag,  as  it  floats  over  their  educational 
home,  and  how  it  is  that  in  thus  voluntarily  dedi- 
cating to  the  memory  of  their  departed  friend,  the 
symbol  of  that  nation  of  which  it  is  their  highest 
ambition  to  become  a  part,  they  have  not  only  done 
honor  to  a  man  whose  earnest  life,  sterling  character 
and  noble  example,  reflected  the  typical  American 
citizen,  but  they  have,  in  the  best  sense  of  these 
words,  honored  themselves. 

As  between  the  voluntary  system  of  patriotic 
education,  as  illustrated  by  the  daily  work  of  this 
society,  a  system  in  striking  harmony  with  the  mod- 
ern idea  of  confining  the  functions  of  government  to 
those  lines  which  affect  the  interests  of  civil  society 
at  large,  instead  of  those  vv^hich  promote  only  the 


72 

interests  of  a  single  or  a  privileged  class,  and  that 
compulsory  system  of  training  the  emotions  which 
mandatory  legislation  seeks  to  inaugurate,  I  think 
there  can  be  no  hesitation  in  choosing.  The  one  is 
consonant  with  the  whole  spirit  of  our  institutions, 
the  other  with  monarchical  and  aristocratic  prece- 
dents ;  the  one  seeks  to  lead  the  scholar,  the  other 
attempts  to  drive  him  ;  the  one  appeals  to  reason, 
the  other  to  brute  force. 

This  single  illustration  of  what  the  labors  of  this 
society  have  indirectly  accomplished  in  the  way  of 
patriotic  education  in  its  schools,  gives  but  a  very 
faint  idea  of  the  tremendous  influence  it  can  be  made 
to  exert  in  that  direction,  if  we  can  only  unite  upon 
a  well-conceived  and  harmonious  plan  for  future 
action.     And  it  proves  further  very  conclusivel}^,  as 
it  seems  to  me,  the  practical  value  of  the  methods 
here  outlined  for  making  each  child  familiar  with  the 
symbols  of  patriotism  from  its  earliest  years  ;  so  that 
when  the  question  arises  as  to  placing  the  flag  on 
the  outside  of  the  school-house,  that  the  world  may 
know   that  all  are   loyal   within,  it   shall   be   but 
the   final   act    and    consummation    of  a    carefully 
wrought    out    plan,    an    additional    step    in    the 
upward  progress   of  the  scholar   in   its   education 
in  civics,  as  natural  and  as  inevitable  as  its  ad- 
vancement in  any  other  branch  of  knowledge,  or 
its  bodily  growth  in  size  and  stature  from  year  to 
year.     Not  as  a  recent  newspaper  article  expressed 
it,  that  it  "  will  do  much  to  keep  alive  the  patriotic 
spirit,"  as  if  such  an  act  was  the  inciting  cause,  but 


Y3 

rather  that  it  is  but  one  effect,  but  one  more  step 
forward  in  a  long  course  of  training,  due  simply  and 
absolutely  to  the  strict  observance  of  the  natural  law 
of  development.  Therefore,  I  reiterate  here  what  I 
have  already  twice  emphasized,  that  when,  by  the 
use  of  the  flag  as  has  been  here  set  forth,  every  child 
in  the  school  has  come  to  love  and  respect  it ;  when 
they  begin  to  appreciate  in  some  slight  degree  what 
it  is  to  love  their  country  ;  when  they  are  ready  to 
work  in  order  to  obtain  the  flag ;  when  they  are  eager 
to  make  personal  sacrifices  to  secure  it ;  then  let  their 
parents  and  friends  step  in  with  their  material  aid, 
and  the  flag  so  secured  will  have  a  depth  of  meaning, 
and  will  represent  to  these  children  what  it  represents 
to  every  man  who  has  fought  for  it,  and  to  every 
woman  whose  heart  has  been  wrung  for  it :  a  supreme 
effort ;  a  great  trial ;  a  costly  sacrifice.  On  that 
which  has  cost  us  the  most,  we  always  set  the  highest 
value ;  hence,  following  the  same  law,  these  children, 
by  reason  of  the  training  I  have  outlined,  will  in- 
sensibly be  brought  to  some  faint  sense  of  apprecia- 
tion of  what  it  means  to  be  bom  at  the  close  of  the 
nineteenth  century,  within  the  protecting  arms  of  the 
American  Republic  ;  "  where,"  as  one  of  our  great 
writers  has  said,  "  domestic  peace  is  maintained 
without  the  aid  of  a  military  establishment" — 
"  where  every  man  may  enjoy  unmolested  the  fruit 
of  his  own  industry  " — "  where  every  mind  is  free 
to  publish  its  own  convictions,"  and  "  where  religion 
is  neither  persecuted,  nor  paid  by  the  State." 

In  due  time  they  will  learn  that  it  is  such  great 


74: 

riglits  and  inestimable  privileges  as  these,  for  which 
the  Revolution  was  fought,  and  which  were  only 
secured  at  a  vast  sacrifice  of  treasure,  of  blood  and  of 
personal  suffering  on  the  part  of  our  forefathers,  not 
only  that  we  their  children,  but  that  the  whole  world 
might  be  free. 

As  Whittier  has  said  : 

"  Not  for  //leir  hearths  and  homes  alone, 
But  for  the  world  the  deed  was  done  ; 
On  all  the  winds  their  thought  has  flown 
Through  all  the  circuit  of  the  sun."  * 

When,  therefore,  the  children  in  any  school  have 
arrived  at  such  an  appreciation  of  the  real  meaning 
of  freedom,  and  their  hearts  are  in  touch  with  every 
patriotic  emotion,  then,  indeed,  it  can  be  averred  with 
truth  that  the  flag  on  the  school-house  will  have  a 
real  significance,  in  that  it  will  become  a  sign  and 
pledge  to  the  world,  that  every  child  and  teacher 
under  its  roof  is  a  true-hearted,  earnest-minded,  loyal- 
spirited  American,  well  understanding  the  great' 
responsibility  which  citizenship  confers,  and  fully 
prepared  to  assume  that  responsibility  when  the  time 
is  at  hand  to  do  so. 

How  shall  the  Loyalty  of  a  School  to  American 
Institutions  be  Ascertained  and  Tested  ? 

As  has  already  been  observed,  one  of  the  most 
useful  and,  as  it  appears  to  me,  one  of  the  highest 
purposes  for  which  the  flag  can  be  employed  in  its 
symbolic  character,  is  that  of  indicating,  by  its  pres- 

*  From  the  ode  read  at  the  unveiling  of  a  s'atue  of  Governor 
Josiah  Bartlett,  one  of  the  signers  of  the  Declaration  of  Independence, 
at  Amesbury,  Mass.,  July  4,  1888. 


*0 


ence  on  the  vSchool-house  or  on  the  adjacent  grounds, 
the  thorough  loyalty  of  all  connected  with  the 
school — teachers  as  well  as  scholars — to  those  great 
and  distinctive  political  principles,  through  a  devo- 
tion to,  and  through  the  practical  application  of 
which  for  a  century — as  measured  by  the  constantly- 
increasing  knowledge  of  their  true  meaning  among- 
the  mass  of  the  American  people — there  has  been 
evolved  gradually  and  established  more  and  more 
firmly,  those  well-settled  civic  canons,  that  body 
of  original  political  doctrines,  which  have  come  to  be 
known  and  accepted  as  American  institutions. 

Prominent  among  these  doctrines,  is  that  of  the 
necessity  of  free  education  for  the  children  of  all 
citizens  at  the  public  cost ;  and  hence,  conspicuous 
among  these  American  institutions,  stands  to-day, 
that  most  popular  and  most  successful  one,  the 
public-school  system. 

Now,  it  would  be  very  unreasonable  to  expect, 
still  more  to  demand,  that  a  body  of  children  under 
instruction  should  understand,  or  indeed  have  any 
clear  or  definite  notions  regarding  the  meaning  and 
force  of  the  political  principles  here  referred  to  ; 
principles,  which  it  is  not  asserting  too  much  to  say, 
that  a  very  large  majority  of  those  who  are  legally 
entitled  to  exercise  the  elective  franchise  in  the 
United  States  at  the  present  time,  could  neither 
formulate  nor  satisfactorily  explain. 

On  the  other  hand,  it  is  certainly  not  exacting  too- 
much,  either  of  the  immature  mental  powers  of 
children,  or  of  the  innate  sense  of  justice  which  they 


76 

possess  in  so  high  a  degree,  to  ask  that  those 
scholars  who  shall  hereafter  be  trained  for  citizenship 
on  the  plan  I  have  indicated,  or  who  may  enjoy  the 
added  advantage  of  the  methods  of  mental  discipline 
which  I  shall  describe  under  the  head  of  Intellectual 
Patriotism,  while  being  educated  under  this  bene- 
ficent free-school  system,  and  who  in  the  near  future 
are  to  experience  all  the  advantages  which  a  govern- 
ment, founded  upon  those  great  principles,  confers 
upon  the  civil  society,  of  which,  even  now,  these 
children  form  a  part ;  should  devoutly  believe  in  the 
political  necessity  and  merits  of  the  public  school, 
and  be  loyal  and  true  to  that  institution,  to  which 
they  must  be  ever  deeply  indebted. 

Admitting  that  this  argument  is  sound,  the  ques- 
tion at  once  arises,  how  shall  the  loyalty  of  these 
scholars  to  their  political  foster  parent — the  public 
school — be  ascertained  and  tested  ? 

I  think  no  one  at  all  familiar  with  the  mental 
habits  and  the  daily  lives  of  school  children  will 
dispute,  that  the  training  and  exercises  I  have  out- 
lined, in  which  the  use  of  the  national  colors  and  the 
badge  of  citizenship  form  so  essential  a  part — 
particularly  if  conducted  under  the  direction  of 
teachers,  who  themselves  thoroughly  believe,  as  they 
ought  to,  in  the  American  idea  of  the  public  school ; 
in  the  absolute  equality  of  all  men  before  the  law  ; 
that  free  government,  in  the  best  sense  of  these 
words,  is  but  the  practical  application  of  Christian 
charity  to  the  conduct  and  conservation  of  social 
order ;  and  that  the  best  citizens  are  those  most 


77 

deeply  imbued  with  the  spirit  and  essence  of 
Cliristianity — must  produce  inevitably  in  the  long 
run,  a  very  deep  and  abiding  impression  on  every 
child  subjected  to  such  influences,  no  matter  what 
may  be  its  intellectual  endowments,  its  social 
position,  or  its  environments  ;  and  that  in  due  time 
these  impressions  will  manifest  themselves  in  many 
unmistakable  ways,  readily  interpreted  by  the 
teacher. 

That  the  effect  of  the  system  of  mental  training 
and  personal  discipline  at  present  in  vogue  in  the 
public  schools  of  this  city — particularly  under  the 
stimulus  of  the  new  interest  which  has  been  given 
during  the  last  two  years  to  patriotic  subjects,  by 
the  presentation  of  national  flags,  and  portraits  of 
Washington  and  Lincoln  to  many  of  these  schools 
— has  exerted  a  remarkable  influence  in  reviving 
patriotic  ardor  and  arousing  patriotic  enthusiasm, 
there  can  be  no  manner  of  doubt. 

The  evidences  of  the  growing  interest  of  our 
young  people  in  all  that  concerns  a  love  for,  and  the 
future  welfare  of  our  country,  is  daily  more  and 
more  manifest  and  widespread,  and  all  lovers  of 
America,  who  are  very  properly  deeply  solicitous 
as  to  the  future  of  this  our  glorious  heritage,  may 
rest  assured  that  there  is  no  degeneracy  in  the  race 
in  this  regard,  certainly  so  far  as  the  pupils  in  the 
public  schools  of  this  city  are  concerned.* 

*  Since  this  address  was  delivered,  many  striking  illustrations  of  the 
truth  of  this  assertion  have  come  under  my  observation.  I  will  men- 
tion but  a  single  one,  which  will,  I  think,  satisfy  the  most  pessimistic 


78 

But  all  this  does  not  prove  that  the  methods  of 
stimulating  and  cultivating  the  noblest  of  virtues 

doubter  that  the  spirit  which  animated  the  fathers  of  this  Republic  is  by  no 
means  extinguished  even  in  this  aggressively  commercial  metropolis. 
WHAT  THE  FLAG  MEANS  TO  AN  AMERICAN  SCHOOL-BOY 
OF  FOURTEEN  YEARS  OF  AGE. 
On  the  gth  of  January,  1890,  The  Youth's  Companion,  published  in 
Boston,  Mass.,  which  has  a  circulation  of  33,645  copies  in  the  ^tate  of 
New  York,  and  of  nearly  half  a  million  in  the  United  States,  made 
public  the  following  offer  : 

TJiE   FLAG    AND   THE    PUBLIC    SCHOOLS, 

The  Youth's  Companion,  in  one  of  its  issues  of  more  than  a  year  ago, 
set  forth  the  idea  of  the  flag  and  the  public  schools.  The  idea  is  becom- 
ing popular,  and  the  American  flag  can  now  be  seen  floating  over  n  any 
a  patriotic  school. 

The  Youth' s  Companion  now  asks  the  privilege  of  floating  an  Ameri- 
can flag  (at  its  own  expense)  over  one  public  school-house  in  each  of  the 
forty-two  States. 

Which  one  of  the  schools  in  each  State  shall  have  the  flag  ? 

The  scholars  in  any  of  our  public  schools,  wishing  to  secure  the  flag 
for  their  school,  can  compete  for  it  in  the  following  manner  : 

They  are  invited  to  write  an  essay,  of  not  more  than  600  words  in 
length,  on  "  The  Patriotic  Influence  of  the  American  Flag  when  Raised 
over  the  Public  Schools." 

These  essays  are  to  be  handed  to  their  teacher  for  examination.  The 
essay  selected  by  the  teacher  as  the  best  may  be  forwarded  to  The 
Youth''s  Companion  on  or  before  April  i,  1890. 

Each  essay  sent  to  us  must  be  accompanied  by  the  name  of  the 
school,  the  author,  and  the  town  and  State. 

The  school  in  each  State  sending  us  the  best  essay  on  the  subject  will 
receive  from  us,  free  of  all  expense,  a  regulation  bunting  flag,  nine  by 
fifteen  feet  in  size — forty-t'vo  stars. 

The  awards  will  be  made  as  soon  after  April  ist  as  possible,  in  season 
for  the  schools  to  dedicate  the  flags  on  the  Fourth  of  July,  1S90. 

As  soon  as  the  award  of  the  flags  has  been  made,  The  Youth's  Com- 
panion will  publish  the  names  of  the  schools  receiving  them,  also  the 
names  of  the  writers  of  the  essays. 

Perry  Mason  &  Co., 
Publishers  The  Youth' s  Companion,  Boston,  Mass. 


In  April  last  the  award  of  the  flag  for  the  State  of  New  York  was 
made  by  the   publishers  of  The  Youth's   Companion   in   accordance  with 


79 

whicli  I  have  here  formulated,  based  as  Uiey  seem 
to  me  to  be,  on  the  psychological  and  pedagogic 
principles,  which  are  now  accepted  by  our  most 
successful   teachers,  will   net   produce   still   more 

the  agreement  set  forth  in  the  foregoing  notice;  the  flag  going  to  Gram- 
mar School  No.  63,  situated  at  North  Third  avenue  and  173d  street,  in 
the  Twenty-fourth  Ward  of  the  City  of  New  York,  of  which  Mr.  John 
H.  Myers  is  the  Principal.  The  following  is  the  essay  thus  declared  to 
be  the  best  of  all  from  the  Empire  State: 

"THE    PATRIOTIC    INFLUENCE    OF    THE   AMERICAN    FLAG 
WHEN  RAISED  ABOVE  A  PUBLIC  SCHOOL." 

It  shall  be  my  object  in  writing  on  this  subject,  not  to  prove  that  this 
influence  should  be  exerted  over  the  older  people  so  much,  but  over  the 
boys — for  two  reasons  :  first,  because  being  a  boy,  I  am  able  to  judge 
more  accurately  of  the  feelings  of  a  boy;  and  secondly,  because  those 
who  are  boys  now,  will,  in  future  time,  be  the  great  men  of  our  nation 
— the  presidents,  the  statesmen,  the  soldiers,  editors,  the  clergymen,  etc. 

On  coming  to  school  and  seeing  the  "Stars  and  Stripes"  floating  in 
the  breeze  over  the  school-house,  what  boy  would  not  pause  in  admira- 
tion and  think  of  the  glorious  battles  in  which  this  same  beautiful  ban- 
ner had  so  triumphantly  waved — at  Stony  Point,  Saratoga,  at  the  mast- 
heads of  Paul  Jones'  gallant  ships,  at  Fort  McHenry,  from  which  ihe  idea 
of  our  beautiful  song,  "The  Star  Spangled  Banner,"  was  taken — all 
through  the  Mexican  War,  and  later  still  in  the  bloody  battles  of  the 
"  Rebellion,"  at  Murfreesboro,  Gettysburg,  and  on  the  victorious  "  Mon- 
itor." 

And  it  must  be  a  mean-spirited  and  unpatriotic  boy  indeed,  who  would 
not  be  willing  to  fight  under  a  flag  for  which  so  many  brave  men  have 
fought  and  died. 

And  then  he  would  think  what  that  flag  represented — a  country,  not 
like  Russia  or  Turkey,  where  the  people  are  compelled  to  bow  to  the  will 
of  one  man,  who  has  but  to  say  the  word  and  one's  head  is  severed  from 
his  body,  or  the  individual  is  compelled  to  conform  to  some  particular 
creed  in  which  the  despot  believes — but  a  country  where  everybody  is 
free!  free  to  worship  God  as  he  please,  free  to  elect  ihe  men  who 
govern  him;  a  country  which  protects  him  where  he  is  now — which  pro- 
tects the  schools  and  floats  its  flag  over  them  as  a  sign  of  such  protec- 
tion, the  school  where  some  of  the  happiest,  and,  maybe,  some  of  the 
bitterest  hours  of  his  life  have  been  spent. 

A  country  where  men  have  equal  chances  to  win  in  the  struggle  of 
life;  and,  as  he  thinks  of  all  these  glorious  privileges,  do  you  suppose 


80 

valuable  results,  by  interesting  botb  scholars  and 
teachers  in  this  vital  question  as  they  have  never 
been  interested  before,  and  so  still  better  prepare 
the  way  for  the  wise  and  intelligent  exercise  of  the 
duties  and  privileges  of  American  citizenship  on 
the  part  of  the  rising  generation. 

As  I  remarked  in  the  earlier  part  of  this  address, 
there  is  an  abundance  of  dormant  patriotism  in  the 
hearts  of  this  people,  but  what  is  greatly  wanted  is 
something  to  thoroughly  arouse  it  into  vigorous 
life,  and  maintain  it  as  a  uniform  force  in  the 
world  of  politics,  through  the  agency  of  systematic 
instruction  in  our  public  schools. 

A  modem  writer*  has  declared  that  "  while  en- 
thusiasm is  a  good  thing,  it  requires  organization 
to  make  it  effective."  This  sententious  statement 
is  particularly  true  of  patriotism.  If  we  would 
make  this  virtue  a  vital  force,  we  must  organize 
and  systematize  the  methods  by  means  of  which  it 


for  a  minute  that  he  would  stand  by  and  calmly  see  that  emblem  of 
freedom  torn  down? 

No!!!  the  very  thought  rouses  his  ire!  And  as  he  enters  school  he 
remembers  the  words  of  the  poet — 

"  Forever  float  that  standard  sheet  ! 

Where  breathes  the  foe  but  falls  before  us  ? 
Wit*^  Freedom's  soil  beneath  our  feet. 
And  Freedom's  banner  streaming  o'er  us." 

And  as  he  thinks  of  these  words,  he  vows,  with  one  all-concentrating 
and  all-hallowing  vow,  that.  Almighty  God  helping  him,  he  will  never, 
never,  NEVER  see  the  flag  dishonored. 

And  every  one  of  us  from  the  utmost  depths  of  his  soul,    echoes — 

«' AMEN'"  Louis  V.  Fox, 

Grammar  School  No.  63. 
April  1st,  1S90. 

*  Theodore  Roosevelt. 


81 

is  aroused  and  stimulated ;  developing  it  in  deptli 
and  strength,  by  the  aid  of  all  those  well-deiined 
principles,  methods,  and  appliances  which  Vv^e  find 
it  indispensable  to  call  to  our  aid  when  we  seek  to 
attain  to  excellence  in  any  department  of  human 
knowledge. 

For7nal  Adoption  of  the  Signal  Flag  by  the  School. 

When,  therefore,  it  becomes  clearly  evident  that 
the  sentiment  of  patriotism  has  permeated  the 
whole  school,  and  unmistakably  manifests  itself  as 
an  ever-present,  animating  impulse  in  all  its  public 
exercises,  then  let  the  Principal  proceed  to  test  the 
strength  of  the  sentiment  and  the  intensity  of  this 
force,  by  ascertaining  how  many  of  the  teachers 
and  scholars  are  so  thoroughly  loyal  to  the  public 
school,  and  next  to  God,  so  love  their  country,  that 
they  are  ready  to  prove  their  loyalty  and  love  by  a 
public  act  and  acknowledgment. 

It  is  for  the  good  judgment  and  sagacity  of  the 
Principal  to  determine  when  this  auspicious  time 
in  the  history  of  his  school  has  arrived,  and  public 
opinion  appears  ripe  to  demand  that  a  Signal  Flag 
shall  be  displayed  upon  the  school-house,  or  on  the 
adjacent  grounds.  This  question  settled  in  his 
mind,  let  him  announce  at  the  next  morning  exer- 
cise that  on  a  day  named,  one  month  thereafter,  the 
vote  of  the  school  will  be  taken  by  ballot  on  the 
question  whether  the  school  will  adopt  a  Signal 
Flag.  He  should  lay  stress  on  the  point  that  in 
order  that  the  flag  may  be  a  truthful  expression  of 


82 

tlie  sentiment  of  tlie  school  taken  as  a  body,  as  a 
unit,  there  should  be  a  tnianimous  vote  in  favor  of 
the  plan ;  and  to  the  end  that  all  concerned  may 
have  an  ample  opportunity  to  decide  just  where 
they  stand  on  the  question — whether  for  or  against 
the  measure — a  month's  time  is  given  before  the 
school  will  be  called  upon  to  make  its  decision. 

He  should  explain  that  the  first  step  is  to  ascer- 
tain whether  the  whole  school  is  loyal  to  the  flag 
and  all  it  represents ;  the  second^  to  procure  the 
flag. 

I  would  suggest  that  if  practicable,  this  announce- 
ment be  so  timed  as  to  afford  ample  opportunit}^ 
for  a  decision  to  be  reached,  and  the  flag  and  the 
appliances  for  raising  it  procured,  so  as  to  displa}^ 
it  for  the  first  time  on  some  national  or  state  holi- 
day; as,  for  instance,  on  Washington's  birthday; 
on  Memorial  Day ;  on  Independence  Day ;  on  a 
general  election  day,=^  or  on  Thanksgiving  Day. 
A  month  would  not  be  too  much  time  to  allow  for 
procuring  a  flag,  staff,  etc.,  so  that  the  announce- 
ment referred  to,  should  be  made  at  least  two 
months  prior  to  the  holiday  on  which  it  is  proposed 
to  dedicate  the  flag. 

The  day  for  the  election  having  been  determined 
upon,  there  should  be  posted  on  the  school  bulletin- 
board,  a  notice  over  the  official  signature  of  the 
Principal,  stating  the  object  of  the  election,  the 
place,  day  and  hour  at  which  it  will  be  held,  the 
holiday  on  which  it  is  proposed  to  dedicate  the  flag, 

*  Tuesday  succeeding  the  first  Monday  in  November  of  each  year. 


83 

and  the  day  upon  which  the  names  of  the  Judges  of 
Blection  will  be  announced.  The  following  would 
be  the  form : 

NOTICE. 

Boys'  Department^ 

Grammai'-  School  No.  77, 
New  York,  December  15,  1889. 

An  Election,  to  determine  whether  this  school 
shall,  from  and  after  the  2 2d  day  of  February  next, 
display  from  a  flag-staff  in  front  of  this  school 
building,  A  Signal  Flag,  as  a  sign  of  the  loyalty 
of  the  school  to  American  principles  and  American 
institutions,  will  be  held  in  the  Assembly  Hall,  on 
Wednesday  afternoon,  January  15th,  1890,  at  3:15 
o'clock  P.  M.  The  names  of  the  Judges  of  Election 
will  be  announced  on  the  6th  of  January  next. 

Edward  A.  Page, 

Principal. 

It  is  prudent  to  postpone  the  appointment  of  the 
Judges  until  a  short  time  before  the  election  is  to 
take  place,  to  avoid  any  delay  which  might  arise 
from  any  of  those  selected  being  unable  to  serve  by 
reason  of  sickness,  business  engagements,  etc. 

Immediately  upon  the  announcement  of  the 
Judges,  they  will  at  once  proceed  to  organize  for  the 
election  as  has  already  been  explained  in  connection 
with  the  election  of  a  school  color-bearer.* 

The  object  of  the  election  should  appear  as  an 
indorsement  on  the  ballot  when  folded,  and  might 

*  Pages  49,  50. 


84 

read  thus,  "  Shall  this  School  display  a  Signal 
Flag  ? "  All  those  in  favor  of  the  proposition 
will  write  on  the  inside  face  of  the  ballot,  the  word 
Yes  ;  those  opposed  to  the  proposition,  the  word  No. 
The  indorsement  on  the  ballot,  as  noted  above, 
should,  if  possible,  be  printed. 

Upon  a  question  of  this  importance  there  should 
be  but  one  response  from  every  one  connected  with 
the  school ;  the  Principal  should  never  permit  the 
flag  to  be  displayed  until  the  entire  body  of  teachers 
and  scholars  are  unanimously  in  its  favor.  Should 
the  voting  fail  to  be  unanimous,  the  whole  matter 
might  be  laid  over  for  another  month,  or  for  such 
time  as  the  Principal  may  think  advisable,  to  enable 
the  more  loyal  Americans  to  persuade  and  convince 
their  opponents. 

Assuming,  however,  that  the  vote  proves  unani- 
mous, and  after  it  has  been  duly  announced  to  the 
assembled  school,  at  the  momino:  exercise,  followino- 
the  day  of  the  election,  the  next  step  in  order  is  to 
select  a  flag  of  suitable  material  and  size  and 
obtain  it. 

Flags  for  this  purpose  should  be  of  the  very  best 
quality  of  bunting ;  of  a  size  adapted  to  the  nu- 
merical importance  of  the  school,  to  the  advantages 
for  properly  displaying  it,  to  the  position  the  staff 
is  to  occupy,  and  to  the  latter's  size  and  height. 

As  the  ensigns  used  by  the  Army  and  the  Navy 
are  the  standards  for  the  Government,  and  as  the 
flags  adopted  by  the  two  services  for  the  same 
general  purposes,  differ  somewhat  from  each  other 


85 

in  dimensions  and  proportion  of  parts,  for  the  infor- 
mation of  those  who  desire  to  select  that  size  most 
suitable  for  their  needs,  I  present  herewith  tables  of 
the  designations  and  dimensions  of  all  ensigns  used 
in  the  two  services  for  outside  display. 

DESCRIPTION  AND  DIMENSIONS  OF  ENSIGNS  USED  IN 
THE  UNITED  STATES  ARMY.* 


Designation  of  the 
Flag. 


Garrison    or    National 
Flag 

Post  Flag 

Storm     or     Recruiting 
Flag 


Dimensions  of 


Whole   Flag. 


Hoist. 


Feet. 


20 
10 


Hun- 
dredths 


GO 
00 

16 


Fly. 


Feet. 


36 
20 


Hun- 
dredths 


00 
00 

00 


The  Union. 


Hoist. 


Feet. 


Hun- 
dredths 


10 


80 
40 

24 


Hy. 


Feet. 


12 
6 


Hun- 
dredths 


00 
66- 

66 


*  Regulations  of  the  Army,  edition  of  1889,  pp.  210,  211;  Sees.  1845,, 
1846,  1847. 

SPECIFICATIONS    FOR    GARRISON    FLAGS. 

To  be  made  of  bunting,  thirty-si.x  (36)  feet  fly,  and  twenty  (20)  feet 
hoist;  thirteen  horizontal  stripes  of  equal  breadth,  alternately  red  and 
white,  beginning  with  the  red.  In  the  upper  quarter  next  the  staff  is 
the  "union,"  composed  of  a  number  of  white  stars  equal  to  the  num- 
ber of  States  in  the  Union  (each  star  measuring  ten  (10)  inches  between 
the  farthest  points,  arranged  in  five  (5)  rows  parallel  to  the  larger  edges 
of  the  flag),  on  a  blue  field,  one-third  the  length  of  the  flag,  and  extend- 
ing to  the  lower  edge  of  the  fourth  (4)  red  stripe  from  the  top.  The 
heading  to  be  of  stout  eight  (8)  ounce  cotton  duck,  seven  (7)  inches 
wide,  doubled  to  the  flag,  making  it  three  and  a  half  (330)  inches 
wide  when  completed,  and  having  a  piece  of  stout  two  (2)  inch  web- 
bing through  it,  extending  the  whole  width  of  the  flag. 

To  have  on  each  corner  of  flag  at  heading  a  triangular  stay-piece  of 
bunting,  the  horizontal  side  of  which  is  twelve  (12)  inches,  the  vertical 
side  ten  (10)  inches.     A  galvanized  iron  staple  and  ring,  at  each  end  of 


86 

The  following  table,  compiled  from  tlie  official 
Tccords  of  the  U.  S.  Navy  Department,  embraces 

flag  heading,  fastened  with  five  (5)  copper  rivets.  The  lower  edge  or 
bottom  of  fly  to  be  turned  in  three  thicknesses,  with  three  (3)  rows  of 
sewing  on  it  to  strengthen  the  flag. 

Adopted  May  31,  1876.  '  M.  C.  Meigs, 

Quartermaster-  General, 

Bvt.  Major-General,  U.  S.  A. 


SPECIFICATIONS    FOR    POST   FLAGS. 

The  same  as  Garrison  Flags  in  every  respect,  all  the  parts  being  pro- 
portionately smaller,  and  to  be  of  the  following  dimensions,  viz. : 
Twenty  (20)  feet  fly,  and  ten  (10)  feet  hoist,  stars  six  (6)  inches  between 
farthest  points,  stay-pieces  eight  (8)  by  ten  (10)  inches  and  heading 
three  (3)  inches  wide  when  completed. 

Adopted  May  31,  1876.  M.  C.  Meigs, 

Qua  rte7vn  a  ster-  Genera  I, 

Bvt.  Major-General,   U.  S.  A. 


SPECIFICATIONS   FOR    STORM   AND    RECRUITING   FLAGS. 

The  dimensions  of  the  flag  to  be  eight  (8)  feet  fly,  and  four  (4)  feet  two 

<2)  inches  hoist.  To  be  made  of  bunting,  and  to  have  thirteen  (13)  hori- 
zontal stripes  of  equal  width,  alternately  red  and  white,  beginning  with 
the  red.  The  "union  "  in  the  upper  quarter  next  the  head,  to  consist 
of  a  blue  field,  displaying  a  number  of  white  stars  equal  to  the  number 

•of  States  in  the  Union,  arranged  in  five  (5)  rows,  parallel  to  the  stripes. 

.Size  of  stars  three  and  one-quarter  (3}:^)  inches  between  the  opposite 
points.  Size  of  the  "  union  "  one-third  (K)  the  length  of  the  flag,  and 
to  extend  to  the  lower  edge  of  the  fourth  red  stripe  from  top.  The 
heading  to  be  of  stout  eight  (8)  ounce  cotton  duck,  four  (4)  inches  wide, 
doubled  to  the  flag,  making  it  two  (2)  inches  wide  when  completed,  and 
to  have  a  piece  of  stout  one  and  a  half  113.^)  inch  webbing  through  it 
extending  the  whole  width  of  the  flag.  A  galvanized  iron  staple  and 
ring  at  each  end  of  the  flag  heading,  fastened  with  three  copper  rivets. 
'To  have  on  each  corner  of  the  flag,  at  heading,  a  triangular  stay-piece 
of  bunting,  the  horizontal  side  of  which  shall  be  seven  (7)  inches,  and 
the  vertical  side  five  (5)  inches.  The  lower  edge  or  bottom  of  fly  to  be 
turned  in  three  (3)  thicknesses,  with  three  (3)  rows  of  sewing  on  it  to 

,  strengthen  the  flag. 

Adopted  December  31,  1877. 

Stewart  Van  Vliet, 

Acting  Quartermaster- General, 

Bvt.  Major-General,  U.  S.  A. 


8T 


uot  only  the  dimensions  of  the  ensigns,  but  also 
those  of  the  pennants  in  use  on  our  men-of-war. 

DESCRIPTION  AND  DIMENSIONS   OF  ENSIGNS  AND  PEN- 
NANTS USED  IN  THE  UNITED  STATES   NAVY.* 


u 

Ensigns. 

Narrow  Pennants. 

Whole  Flag. 

The  Union. 

Whole  Flag. 

TheUnion 

3 

H 

oist. 

Fly. 

Hoist. 

Fly. 

Hoist. 

Fly. 

Lengths. 

'an 

Ft. 

Hun. 

Ft. 

Hun. 

Ft. 

Hun. 

Ft. 

Hun. 
40 

Ft. 
0 

Hun. 

Ft. 

Hun. 

Ft. 

Hun. 

I 

19 

00 

36 

00 

10 

20 

14 

52 

70 

GO 

17 

50 

2 

14 

35 

27 

19 

7 

73 

10 

88 

0 

42 

40 

00 

10 

GO 

3 

12 

19 

23 

10 

6 

56 

9 

24 

0 

35 

25 

GO 

6 

25 

4 

8 

94 

16 

94 

4 

8r 

6 

77 

0 

30 

20 

oon 

5 

00 

5 

5 

14 

9 

75s 

2 

76 

3 

90 

0 

25 

9 

Gon 

2 

25 

6 

3 

52 

6 

67b 

I 

90 

2 

67 

0 

21 

6 

oob 

I 

50 

7 

2 

90 

5 

50b 

I 

60 

2 

20 

— 

— 

— 

— 

— 



8 

2 

37 

4 

50b 

I 

28 

I 

80 

— 

— 

— 

— 

— 



*  As  taken  from  ''^ Allowances  of  Articles  under cognizattce  of  the  Btveau 
of  Navigation  for  vessels  of  the  U.  S.  Navy"  1882,  Appendix  A,  pp.46,  47. 

NOTES. 

"  Ensigns  will  have  thirteen  horizontal  stripes  of  equal  breadth,  alter- 
nately red  and  white,  beginning  with  the  red.  In  the  upper  quarter, 
next  to  the  head,  is  the  union,  composed  of  a  number  of  white  stars 
equal  to  the  number  of  States,  on  a  blue  field,  four-tenths  the  entire 
length  of  the  flag,  extending  as  far  down  as  the  lower  edge  of  the  fourth 
red  stripe  from  the  top.  The  whole  depth  or  hoist  of  the  ensign  will 
be  ten-nineteenths  of  its  whole  length  or  fly. 
,  "  Seams  of  Storm  Flags  to  be  double  width  and  triple  stitched. 

""  Narroiv  Pennants  W\\\  have  the  Union  part  composed  of  thirteen 
white  stars  in  a  horizontal  line,  on  a  blue  field  one-fourth  the  length  of 
the  pennant;  the  remaining  three-fourths  of  its  length  to  be  composed 
of  a  red  and  a  white  stripe,  of  equal  breadth  at  any  part  of  the  taper,  with 
the  red  uppermost.  The  number  of  stars  in  the  night  and  boat  pen- 
nants will  be  limited  to  seven." — Allowances  of  Articles,  etc.,  1882,  p.  47. 


88 


Cost  of  Flags. 

As  the  cost  of  the  flag  will  always  be  au  import- 
ant question  when  the  time  for  selection  arrives,  I 
give  herewith  a  table  of  approximate  prices  charged 
by  the  trade  in  this  city,  for  not  only  the  sizes  used 
by  the  Army  and  Navy,  but  for  certain  intermediate 
ones  supplied  by  the  trade.  The  prices  set  oppo- 
site the  Army  sizes  in  brackets  are  just  what  each 
size  costs  the  Government  to  make.  It  is  assumed 
that  in  all  cases  the  best  quality  of  bunting  is  used. 

TABLE  OF  APPROXIMATE  PRICES  OF  AMERICAN  ENSIGNS. 


Description. 


Ensigns. 

Army — Garrison  Flag. . . . 
Trade — Intermediate  size. 

Navy — Size   No.  i 

Trade — Intermediate  size. 

<i  It  <> 

Navy — Size  No.  2 

Trade — Intermediate  size. 

Navy — Size  No.  3 

Army — Post  Flag 

Navy — Size  No.  4 

Trade — Intermediate  size, 
11  <<  " 

14  ••  " 

>i  1>  " 

Navy — Size  No.  5 

Army — Storm  Flag , 

Trade — Intermediate  size 

Navy — Size  No,  6 

Trade — Intermediate  size 

Navy — Size  No.  7 

Navy — Size  No.   8 


Dimensions. 


Hoist  or 
Width. 


Feet. 


20 
19 
19 
17 
17 
14 
14 


Hun- 
dredths 


00 
50 
00 
00 
00 
83 
35 


Fly  or 
Length. 


Feet. 


13 

17 

12 

19 

10 

00 

8 

94 

8 

50 

7 

42 

6 

25 

5 

25 

5 

14 

4 

16 

4 

16 

3 

52 

3 

16 

3 

16 

2 

90. 

2 

37 

36 
36 
36 

32 
30 

28 

27 
25 
23 

20 
16 
16 

14 

12 

ID 

9 

8 

7 
6 
6 
5 
5 
4 


Hun- 
dredths 


00 
00 
00 
00 
00 
00 

19 
00 

10 

00 

94 
00 
00 
00 
00 
75 

CO 

00 

67 
00 
00 
50 
50 


Prices. 


$60  00  [I20  50]* 
62  00 
55  00 
55  00 
50  00 
43  00 
35  00 
32  00 
22  00 
22  00 

18  GO 

18  GO 

13  00 

10  GO 

9  GG 


[9    95]* 


75 
50 
00 
00 
00 
50 
25 

GO 


[2    80]* 


*  G.  O.  52,  Headquarters  of  the  Army,  Washington,  June  18,  1889. 


89 

The  dimensions  of  the  pennants  are  given  in  the 
Navy  table,  because  there  may  be  schools  where 
the  flag-staff  is  very  favorably  situated,  not  only  for 
their  display,  but  where  the  scholars  may  be  able 
to  command  the  means  of  procuring  a  pennant. 
Hoisted  just  above  the  flag  they  have  a  very  grace- 
ful effect,  and  their  use  would  be  very  proper  and 
appropriate  on  national  holidays  and  other  gala 
occasions. 

Locating  the  Flag- Staff. 

In  the  solidly-built  portions  of  this  city,  where  the 
school-houses  are  from  four  to  five  stories  high,  and 
are  in  most  instances  surrounded  by  buildings  of 
corresponding  height,  a  flag-staff,  even  if  placed  on 
the  roof,  can  be  seen  to  advantage  only  from  the 
immediate  neighborhood.  The  serious  objections  to 
locating  the  staff  on  the  roof — unless  special  pro- 
visions were  made  for  its  use  at  the  time  the  building 
was  erected — which  have  been  noticed  already,*  have 
led  to  the  adoption  of  the  plan  of  projecting  a  short, 
stout  staff,  from  the  front  of  the  building  directly 
over  the  main  ent^^ance ;  the  inner  end  being  sup- 
ported and  secured  by  what  is  known  as  a  "  holder," 
made  of  malleable  iron,  so  adjusted  to  the  window- 
sill  or  other  point  of  support,  that  when  in  its 
normal  position,  it  makes  an  angle  of  from  twenty 
to  forty  degrees  with  a  horizontal  line.  The  hal- 
yards are  conveniently  reached  from  the  window  in 
front  of  which  the  staff  projects.     By  this  simple 

Page  62. 


90 

and  inexpensive  arrangement  the  flag  is  well  dis- 
played, and  becomes  a  very  conspicuous  object  on 
tlie  street. 

In  suburban  districts,  where  the  school-house  site 
is  su£5.ciently  large  to  afford  a  yard,  either  on  the 
side  or  in  front  of  the  building,  or  is  so  extended  in 
its  dimensions,  that  the  portion  unoccupied  by  the 
building  can  be  dignified  with  the  title  of  "  grounds," 
the  plan  of  locating  the  flag-staff  in  the  most  access- 
ible and  convenient  place  in  the  yard  or  grounds, 
where,  while  conspicuous,  it  can  be  protected  from 
injury  by  lawless  passers-by,  is  greatly  to  be  pre- 
ferred. Such  a  place  is  much  more  easil}^  reached 
by  the  person  to  whom  is  entrusted  the  duty  of 
hoisting  and  lowering  the  flag  daily,  avoids  all  the 
objections  to  a  roof  site,  and  admits  of  the  flag-staff 
being  kept  in  good  order  and  repair  much  more 
economically. 

An  excellent  example  of  such  a  favorable  position 
as  I  have  described,  is  that  occupied  by  the  flag-staff 
of  the  College  of  the  City  of  New  York,  at  the 
comer  of  Lexington  avenue  and  Twenty-third 
street,  in  this  city ;  it  is  admirably  placed  at  the 
intersection  of  the  two  streets,  is  well-proportioned, 
of  just  the  right  height,  and  the  flag  can  be  seen  for 
a  long  distance  from  four  different  directions. 

Such  schools  in  the  Twelfth,  Twenty-third  and 
Twenty-fourth  Wards  of  this  city  as  enjoy  the  ad- 
vantages of  comparatively  spacious  grounds,  when 
about  to  set  up  a  flag-staff,  would  do  well  to  study  the 
position  and  dimensions  of  the  one  at  this  College. 


91 

Hoiv  to  Procure  the  Flag^  Flag-Staff  and  Appliances, 

Having  decided  upon  the  location  of  the  flag-staff^ 
a  question  upon  which  its  height,  size  and  cost 
necessarily  depends,  and  having  selected  a  suitable 
flag  from  among  those  described  in  the  foregoing^ 
lists,  the  school  will  now  be  prepared  to  make  an 
estimate  of  the  cost  of  the  whole  outfit,  including 
that  of  setting  up  the  staff  in  place  ready  for  use. 

As  a  matter  of  instruction  and  training  in  takings 
responsibilities  and  transacting  mercantile  business, 
the  execution  of  these  details  should  be  delegated 
to  a  committee  of  those  scholars  v/ho  exhibit  the 
greatest  aptitude  for  business  matters,  and  who  have 
shown  the  greatest  interest  in  the  whole  under- 
taking. As  the  Principal  must  necessarily  be  more 
familiar  with  the  character  and  acquirements  of 
each  of  the  scholars  than  the  scholars  themselves, 
taken  as  a  body,  I  would  suggest  that  as  soon  as 
practicable  after  the  school  has  formally  decided  to 
adopt  a  Signal  Flag,  that  the  Principal  appoint 
such  a  committee  ;  to  consist  of  one  teacher — to  act 
as  Chairman  of  the  committee  and  guide  its 
deliberations — and  as  many  other  members  as  in  the 
judgment  of  the  Principal  will  do  the  most  effective 
work.  Say  at  the  rate  of  not  less  than  one  member 
of  the  committee  for  every  fifty  pupils,  in  schools 
of  five  hundred  pupils  or  less  ;  of  one  member  for' 
every  seventy-five  pupils,  in  schools  having  over 
five  hundred  and  under  one  thousand  pupils  ;  and 
one  member  for  every  one  hundred  pupils,  in. 
schools  having  over  one  thousand  pupils. 


92 

To  this  body  should  be  committed  the  work : 

1.  Of  preparing  careful  estimates  of  the  cost  of 
each  article  composing  the  Signal  Flag  outfit,  so 
that  tlie  total  amount  of  money  it  will  be  necessary 
for  the  school  to  raise,  may  be  known  before  any 
expense  is  incurred. 

2.  Of  obtaining  the  amount  of  money  required  to 
defray  all  expenses,  by  soliciting  from  the  friends 
of  the  school,  subscriptions  to  its  patriotic  fund. 

3.  Of  purchasing  on  the  best  terms,  all  the 
articles  required,  and  of  engaging  such  labor  as 
may  be  necessary  to  transport  the  staff  to  the  school 
and  set  it  up  in  place. 

4.  To  put  the  staff  in  position  and  finish  the  work 
in  all  its  details,  ready  to  turn  over  the  completed 
plant  to  the  school  in  anticipation  of  the  day  when 
the  ceremony  of  dedicating  the  flag  shall  take 
place. 

As  soon  as  the  committee  is  duly  organized  by 
the  election  of  a  Chairman  and  a  Secretary,  the 
teacher-member  acting  both  as  Chairman  and 
friendly  adviser,  should  appoint  three  sub-com- 
mittees ;  each  to  be  composed  of  such  members  of 
the  committee  as  are  particularly  qualified  by  their 
acquirements  and  tastes  for  the  duties  they  are  to 
perform.  If,  for  instance,  there  are  on  the  general 
committee  ten  scholars,  they  can  be  thus  assigned : 

As  obtaining  the  necessary  funds,  and  their 
judicious  expenditure  is  one  of  the  most  important 
duties  to  be  performed,  a  sub-committee,  consisting 
of  four  scholars,  chosen  b}^  reason  of  their  superior 


I 


93 

knowledge  of  monetary  aritlimetic,  of  book-keeping 
and  accounts,  as  also  for  their  probity,  high  char- 
acter and  pleasing  address,  should  be  associated 
with  the  Chairman  (thus  giving  the  odd  number 
necessary) ,  to  be  known  as  the  Sub-Committee  on 
Finance.  To  this  sub-committee  should  be  assigned 
the  work  of  making  the  estimate  of  funds  required ; 
of  raising  the  desired  amount  through  personal 
solicitation,  and  with  the  assistance  of  friends  ;  and 
of  ultimately  accounting  to  the  whole  committee 
for  all  moneys  which  may  have  come  into  its 
possession. 

Another  sub-committee  of  three  scholars  should 
select  and  purchase  everything  needed  ;  its  members 
should  be  chosen  from  those  who  evince  a  correct 
taste  in  colors,  some  knowledge  of  the  quality  of 
fabrics,  capacity  to  distinguish  good  sewing  from 
poor  sewing  to  enable  them  to  select  the  best-made 
flag,  the  colors  of  which  shall  not  "  run,"  and  which 
will  wear  well.*  They  should  understand  something 
about  the  different  kinds  and  quality  of  the  woods 
most  suitable  for  a  flag-staff,  and  should  have  the 

*  The  best  bunting  made  is  the  "American  Standard."  Bunting 
should  be  tested  :  i.  For  its  strength  of  yarn  ;  a  strip  one  inch  wide 
should  sustain  a  tensile  strain  of  30  lbs.  without  tearing  apart.  2.  For 
its  lightness  per  square  yard  and  its  fiexibility  ;  if  there  is  any  cotton  in 
the  yarn  the  fabric  will  be  heavier  than  if  of  pure  wool,  stiffer,  and  will 
not  float  out  handsomely  on  the  wind.  3.  The  colors  should  be  fast,  and 
neither  fade  nor  run  when  wet.  This  can  be  tested  by  soaking  a  sample 
in  both  fresh  and  salt  water,  and  then  drying  in  the  sun.  The  blue  of 
the  union  should  be  indigo  dyed.  4.  Every  part  of  the  flag  should  be 
hand-sewed ;  a  machine-sewed  flag  will  only  wear  about  one-half  as  long 
as  a  hand-sewed  one,  and  owing  to  the  hardness  of  the  seams  does  not 
float  so  gracefully. 


94 

commercial  spirit,  tlie  aptitude  for  making  bargains. 
The  boy  who  is  always  ready  to  sell  or  '^  swap  "  his 
jack-knife  should  be  on  this  committee.  To  this 
trio  will  be  assigned  the  duty  of  purchasing  the 
flag,  of  selecting  a  staff  of  the  proper  dimensions 
and  material,  of  making  a  bargain  to  have  it 
brought  to  the  place  where  it  is  to  be  erected,  and 
of  having  it  put  in  place,  and  finally,  when  all  the 
necessary  purchases  are  made  and  the  articles  duly 
received,  to  certify  to  the  correctness  of  all  the  bills 
for  such  articles,  as  a  proof  for  the  Sub-Committee 
on  Finance,  that  the  bills  are  correct.  This  body 
will  be  known  as  the  Sub-Committee  on  Supplies. 

Lastly,  we  need  a  third  body,  to  be  known  as  the 
"  Sub-Committee  on  Construction,"  Its  members 
should  evince  a  taste  for  and  possess  some  knowl- 
edge of  carpentry  and  the  principles  of  mechanics ; 
they  should  know  something  about  ropes,  blocks 
and  falls  and  sailors'  work.  To  this  committee 
should  be  entrusted  the  duty  of  overseeing  the  work 
of  setting  up  the  staff,  so  that  it  shall  be  properly 
placed  and  perfectly  secured ;  of  painting  the  staff; 
of  rigging  the  hal3^ards  and  of  completing  the  plant, 
so  that  it  will  be  in  perfect  order  when  the  general 
committee  are  ready  to  bring  their  stewardship  to  a 
close  and  make  their  final  report  to  the  school, 

I   sketch  these  duties  in  the  natural  order   in 
which  they  v/ill  present  themselves,  merely  to  show 
how  patriotic  education  can  be  woven,  as  it  were, 
into  the  daily  life  of  the  pupil,  and  made  a  part  of 
his  daily  growth  in  knowledge  ;  and  that  no  matter 


95 

what  may  be  his  natural  gifts,  his  acquirements  or 
his  tastes,  they  can  all  be  utilized  in  such  a  method 
of  training. 

When  everything  is  completed  and  in  readiness 
for  use,  the  Sub-Committee  on  Finance  should 
report  in  writing  to  the  whole  committee,  giving  a 
list  of  the  persons  who  subscribed  to  the  patriotic 
fund,  with  the  amount  of  each  subscription,  thus 
shov/ing  just  where  the  money  came  from.  This 
should  be  accompanied  by  a  list  of  all  expenditures, 
giving  the  date  of  each  payment,  name  of  the  per- 
son to  whom  the  money  was  paid,  the  nature  of  the 
payment  and  its  amount ;  each  of  these  statements 
being  supported  by  the  receipted  bill  of  the  person 
from  whom  the  purchase  was  made.  In  other  words,  a 
regular  debit  and  credit  account  should  be  rendered. 

In  the  same  spirit  the  sub-committees  on  supplies 
and  on  construction  will  make  written  reports,  each 
giving  a  brief  history  of  what  they  have  done. 

Based  upon  these  sub-reports,  the  general  com- 
mittee should  make  to  the  Principal,  for  the  infor- 
mation of  the  school,  a  report  in  writing  of  all  that 
it  has  done  to  execute  his  wishes,  and  as  the  duty 
for  which  it  was  appointed  has  been  accomplished, 
to  ask  to  be  honorably  discharged. 

Everything  being  completed  and  the  Signal  Flag 
outfit  being  now  ready  to  be  placed  in  the  possession 
of  the  school  as  a  body,  the  next  step  in  order  is 
the  selection  of  a  custodian  for  the  flag,  who  shall 
carry  out  the  wishes  of  the  school  respecting  its 
daily  display. 


96 

Custodia7iship  of  the  Flag. 

In  defining  the  symbolism  of  the  School  Flag,  I 
stated  that  it  stood  for  the  whole  body  of  children 
under  instruction — for  the  school  regarded  as  a 
unit ;  while  the  office  of  the  Signal  Flag  was  to 
stand  as  a  sign  and  a  pledge  of  the  thorough  loyalty 
of  the  whole  school  to  American  principles  and 
institutions.  Both  flags,  therefore,  symbolize  the 
same  spirit,  namely,  the  loyalty  of  the  school  to 
America ;  and  hence,  it  is  eminently  fitting  and 
proper  that  those  scholars  who  have  been  chosen  by 
the  school  to  officially  represent  it,  should  be  of  all 
others,  the  ones  to  care  for  and  to  display  this  flag. 

For  this  reason,  therefore,  I  would  recommend 
that  the  custodianship  of  the  Signal  Flag  and  the 
duty  of  properly  displaying  it  at  certain  stated 
times,  as  will  be  explained  presently,  be  committed 
to  the  school  standard-bearer  and  his  associates. 

Dedication  of  tJie  Flag. 

The  flag-staff  being  in  place,  the  flag  ready  to 
hoist,  and  all  required  preparations  completed,  the 
formal  turning  over  of  the  flag  and  its  appurte- 
nances to  the  school,  through  its  Principal,  by  the 
committee  charged  with  the  duty  of  procuring  the 
flag  and  setting  up  the  flag-staff,  and  the  formal 
dedication  of  the  flag  to  the  service  indicated  by  its 
name,  is  the  next  event  in  order ;  and  should  be 
made  the  occasion  of  an  impressive  ceremony  be- 
fitting the  exceptional  character  of  the  act  to  be 
performed. 


97 

It  is  unnecessaiy  to  dwell  at  any  length  on  the 
details  of  such  a  ceremony,  which,  in  the  hands  of 
an  earnest  and  patriotic  body  of  teachers  and  pupils, 
filled  with  the  enthusiasm  born  of  a  noble  cause, 
can  be  made  an  event  long  to  be  remembered  by 
every  participant.  I  will,  however,  remind  you  of 
three  important  points  which  should  not  be  over- 
looked in  arranging  the  programme  of  exercises, 
namely:  i.  To  see  to  it  that  the  parents  of  every 
scholar  receive  a  formal  invitation  to  attend,  and  if 
possible  are  present,  since  the  proceedings  will  be 
as  instructive  and  interesting  to  them  as  to  their 
children  ;  2.  That  the  programme  is  short,  and  the 
exercises  spirited  and  soul-stirring;  and  3.  That 
the  music  and  songs  chosen  and  the  addresses 
delivered,  are  such  as  shall  stamp  indelibly  on  the 
hearts  of  all  present,  the  real  meaning  and  signifi- 
cance of  the  occasion.* 

*  An  event  of  so  much  political  importance,  by  reason  of  its  educa- 
ting influence  (using  the  -word. political  in  its  highest  sense),  occurring  as 
such  opportunities  do,  but  rarely,  should  not  be  permitted  by  the 
school  authorities  to  pass,  without  every  effort  being  made  in  the  way 
of  judicious  management  and  efficient  organization  to  render  it  a  great 
success  as  a  public  object  lesson  in  patriotism.  A  few  hints,  thtrefore, 
touching  such  management  and  the  details  of  the  ceremony  may  not  be 
out  of  place  in  a  work  of  this  character.  I  would  suggest  as  a  prelim- 
inary step  to  success,  the  organization  of  a  general  committee  of  arrange- 
ment, composed  of  the  Principal  and  all  the  teachers  in  the  school,  and 
an  equal  number  of  citizens  selected  from  among  those  whose  children 
attend  the  school,  who  should  take  immediate  charge  of  the  affair.  As 
soon  as  organized,  this  body  should  appoint  as  many  sub-committees  as 
are  necessary  to  perfect  and  carry  out  every  detail  of  the  work  to  be 
done.  There  should  be  a  sub-committee  on  finance,  another  on  invita- 
tions, another  on  the  order  of  exercises,  another  to  select  an  orator, 
and  one  for  each  group  of  duties  or  line  of  work  which  needs  careful 
attention  and  planning. 

If  the  dedication  is  to  take   place  in  May,  July  or  early  November, 


98 

The   Flag   used  as  a  Signal  to  indicate  that  the 
School  is  in   Session. 

For  many  years  it  lias  been  tlie  custom  for  Con- 
gress, when  sitting  as  the  official  representatives  of 
the  people,  to  have  the  national  ensign  raised  over 
the  two  wings  of  the  Capitol,  occupied  respectivel}'- 
by  the  Senate  Chamber  and  the  Hall  of  the  House 
of  Representatives,  at  the  hour  appointed  for  going 
into  session,  and  of  having  it  duly  lowered  at  the 
hour  of  adjournment. 

Following  so  appropriate  an  example — for  the 
public  school  in  all  our  cities,  but  particularly  in  the 
City  of  New  York,  with  its  mixture  of  children  of 
all  races,  religions,  creeds  and  social  conditions,  is, 
like  our  national  legislature,  a  representative  bod}^ — 
the  flag  should  be  displayed  from  the  flag-staff  on 

and  the  state  of  the  weather  will  permit,  the  exercises  should  be  held  out 
of  doors;  particularly  if  the  flag-staff  is  set  up  in  the  grounds  adjacent 
to  the  school-house.  If  the  ceremony  takes  place  in  February,  late 
November,  or  during  the  more  inclement  season  of  the  year,  provision 
must  be  made  for  it  within  the  school-house. 

In  the  case  of  an  out-of-door  celebration,  a  platform  should  be  erected 
sufficiently  large  to  accommodate  such  officers  of  the  committee  as  are 
to  take  part  in  the  exercises  and  a  few  special  guests,  and  be  so  placed 
that  at  the  proper  time  the  flag  can  be  hoisted  by  a  person  standing 
upon  it. 

The  school  should  be  assembled  in  the  school-house,  each  scholar 
wearing  the  national  colors  in  such  manner  and  form  as  shall  have  been 
designated  by  the  committee.  At  the  proper  time  they  will  march, 
under  the  direction  of  their  teachers,  to  the  place  set  apart  for  them; 
the  "  best"  boy  or  girl  in  each  class  carrying  the  "  Scholar's  Flag,"  the 
best  class  preceded  by  its  color-bearer  with  the  "  Class  Flag,"  and  the 
whole  school  led  by  the  school  standard-bearer  and  his  guard  with  the 
"School  Flag."  The  School  Flag  should  have  a  conspicuous  place  on 
the  platform.     The  place  of  assemblage  should  be  so  arranged  that  the 


99 

the  school-house,  or  on  the  adjacent  grounds,  from 
the  hour  when  school  commences  (usually  9  A.  M.) 
and  be  lowered  at  the  hour  of  closing  the  school ; 
its  presence  at  the  flag-staff  head  denoting  that  the 
school  is  in  session,  and  its  absence,  that  school  has 
been  dismissed.  In  stormy  weather,  as  is  the  cus- 
tom in  military  garrisons,  a  smaller  and  less  expen- 
sive flag  should  replace  the  larger  one  ordinarily 
used,*  so  that  be  the  weather  what  it  may,  fair  or 
foul,  the  flag  should  always  dominate  the  school 
during  school  hours. 

You  will  observe  that  in  thus  recommending  the 
use  of  our  national  ensign  as  a  signal,  I  use  the 
latter  word  in  its  most  general  and  broadest  sense 
or  meaning,  namely,  of  a  sign  or  an  indication 
simply,  and  not  in  its  more  restricted  and  purely 

school  when  seated  will  be  surrounded  by  the  parents  and  friends  of 
the  scholars.  The  audience  being  collected,  the  Chairman  of  the  Com- 
mittee of  Arrangements  should  state  in  a  few  words  the  object  of  the 
meeting.  After  prayer  has  been  offered,  the  next  thing  in  order  will 
be  for  the  scholars'  committee  charged  with  procuring  the  flag,  staff, 
etc.,  by  its  Chairman,  to  present  its  report  and  have  it  read,  and  by 
this  act  to  formally  turn  over  to  the  Principal  of  the  school  the'flag  and 
its  appurtenances.  Thereupon  the  Principal  should  make  a  suitable 
reply;  after  which,  taking  the  Signal  Flag  and  handing  it  to  the  school 
color-bearer,  he  will,  in  the  name  of  the  school,  direct  him  to  display 
it.  When  the  flag  reaches  the  staff-head,  it  should  be  vigorously 
cheered  by  the  whole  audience,  led  by  the  presiding  officer.  After 
singing  a  patriotic  hymn,  the  formal  address  by  the  orator  of  the  day 
will  be  in  order,  followed  by  singing;  short,  ringing  addresses  by 
friends,  and  the  closing  exercises. 

*  For  flag-staffs  on  which  in  fair  weather  the  Army  Post  flag  is  an 
appropriate  size  to  be  used,  I  would  recommend  for  foul  weather  use 
the  Army  Storm  flag.  For  smaller  staffs  on  which  in  fair  weather  flags 
like  Navy  No.  5,  or  Army  Storm,  is  suitable;  for  foul  weather.  Navy  No. 
7  or  Navy  No.  8  will  do  very  well. 


100 

technical  sense  of  a  semapliore  ;  in  which  sense  the 
flag  as  a  signal  becomes  merely  a  part  of  a  S3'stem 
of  mechanism  for  conveying,  not  a  single  idea  only, 
but  a  number  of  ideas  ;  in  fact  forms  one  of  a  series 
of  characters  in  an  arbitrary  sign  language."^ 

Bearing   in    mind   the   higher   symbolism   with 

*  Since  the  delivery  of  this  address,  this  use  of  the  fiag  has  been 
introduced  into  the  daily  exercises  of  at  least  one  school,  as  it  is  under- 
stood, with  great  success,  so  far  as  the  special  purpose  for  which  it  was 
employed  has  been  accomplished.  I  present  herewith  for  the  informa- 
tion of  teachers  a  circular  explaining  this  special  use  of  the  flag  in  Mr. 
C.  E.  Franklin's  school  in  Albany,  N.  Y.  It  is  addressed  to  the  parents 
of  the  pupils  attending  the  school : 

Albany,  N.  Y.,  (Public)  School  No.  7,  ) 
October  7,  1S89.  j 

Dear  Sir — Beginning  the  fore  part  of  this  week  there  will  be  put  in 
operation  a  system  of  semaphores  or  signals  whereby  the  surrounding 
neighborhood  can  daily  observe  the  exact  hour  of  the  opening  and  clos- 
ing the  school  doors. 

For  this  purpose  at  8:40  a.  m.  each  day,  an  all-white  flag  will  be  raised 
on  a  flag-staff  now  being  erected  on  the  building.  This  will  mean  that 
the  doors  are  open,  the  teachers  present,  and  the  children  should  start 
for  school. 

At  five  minutes  of  nine  this  will  be  changed  for  an  all-red  flag,  a  sig- 
nal of  warning  to  all  loiterers  that  they  have  but  five  minutes  to  get  to 
school,  and  must  hurry. 

At  nine  o'clock,  the  moment  the  doors  are  closed,  the  red  flag  will 
give  way  to  the  American  flag,  which  will  indicate  the  closing  of  the 
doors,  that  school  has  begun,  and  all  who  may  not  yet  be  in  school  are 
late  and  must  retun  home. 

At  II:  30  A.  M,  the  pole  will  be  stripped,  and  so  remain  until  12:15 
P.  M.,  when  the  white  flag  will  go  up  again,  the  red  at  i:  10,  and  the 
American  at  1:15. 

When  in  inclement  weather  but  one  session  is  held,  according  to  the 
new  rules  of  the  Board,  the  American  flag  will  not  be  lowered  at  11:30 
A.  M.,  but  remain  flying  until  the  scholars  are  dismissed  at  i:  15  p.  m. 

These  flags  will  fly  sufficiently  high  to  be  seen  in  nearly  all  streets 
from  which  pupils  attend  No.  7. 

The  advantages  hoped  to  be  derived  from  this  system  are  as  follows: 

I.  Decrease  of  tardiness  and  half-day  absences,     i.  Because,  no  mat- 


101 

which  I  have  sought  to  invest  the  flag,  in  treating 
of  this  branch  of  my  subject — in  regarding  its 
public  display  as  a  signal,  as  the  mark  of  the  loyalty 
of  the  school  over  which  it  floats,  to  American  polit- 
ical principles ;  it  seems  to  me  as  derogating  from, 
and  indeed  quite  destructive  of  this  symbolic  char- 
ter if  your  clock  is  stopped  or  differs  from  ours,  these  fiags  will  guide 
you.  2.  Their  novelty  will  attract  children,  where  warnings  and  clocks 
would  not. 

II.  Parents  will  be  able  to  determine  whether  their  children  get  here 
on  time,  or  whether  they  are  late,  and  so  knowing  when  they  are  locked 
out,  when  to  expect  them  home  again. 

III.  It  will  prevent  parents  sending  little  ones  late  in  cold  weather 
when  uncertain  whether  tardy  or  not,  and  thus  preserve  many  of  them 
from  a  fruitless  cold  walk. 

These  signals  will  be  somewhat  of  an  expense,  of  which  I  propose  to 
bear  the  major  part — if  necessary,  all  of  it.  Still,  if  any  parents  think  it 
reasonable  to  allow  the  children  to  contribute,  not  to  exceed  five  cents, 
I  would  be  pleased.  However,  understand  no  one  is  obliged  or  expected  \.o 
contribute.     I  think  I  have  made  that  sufficiently  clear  to  the  children. 

Respectfully, 

C.  E.  Franklin, 

Principal. 

The  following  code  of  signals  accompanied  the  circular: 
SCHOOL  No.  7.— CODE  OF  SIGNALS. 

MORNING. 

8:40  A.  M. — White  Flag — Doors  Open — Start  for  School. 

8:  55  A.  M. — Red  Flag — "  Hurry  up  " — Five  Minutes  of  Nine. 

9  o'clock — American  Flag — Doors  Closed — School's  Begun. 

AFTERNOON. 
12:  55  P.  M. — White  Flag — Doors  Open — Start  for  School. 
i:io  P.  M. — Red  Flag — First  Bell  has  Rung. 
1:15  P.  M. — American  Flag — Doors  Closed — School's  Begun. 

Compliments  of 

C.  E.  Franklin, 

Principal. 

Whatever  the  effect  of  this  system  of  signals  has  been  on  the  punc- 
tuality of  the  scholars,  the  impression  produced  on  the  boys  living  in 
the  neighborhood,  as  appears  from   the  following  statement,  has  been 


102 

acter  thus  to  degrade  it — if  I  may  use  such  an 
expression — to  the  office  of  a  mere  mechanical 
device,  for  which  any  piece  of  colored  bunting  would 
answer  precisely  as  well. 

No  two  opinions  of  the  same  material  object 
-could  appear  to  be  more  diverse  or  more  opposed  to 
each  other,  than  the  view  of  the  flag  taken  by  Mr. 
Beecher  in  his  splendid  apostrophe  to  it,  pronounced 
in  1 86 1,  which  I  have  chosen  as  the  key-note  and 
inspiration  of  this  portion  of  my  subject,  and  that 
which  regards  it  merely  as  a  convenient  and  strik- 
ing element  in  a  mechanical  device  for  conveying 
intelligence. 

The  one  use  contributes  to  ennoble  the  object, 

not  only  to  stimulate  their  patriotism,  but  to  illustrate   the  truth  of  the 
-adage,  that  "imitation  is  the  sincerest  flattery." 

INFECTIOUS  PATRIOTISM. 

(From  the  Albany  Ej^Jiress.) 
The  system  of  indicating  the  beginning  and  close  of  school  sessions 
by  hoisting  and  lowering  the  American  flag,  which  was  instituted  by 
Professor  Franklin,  of  School  No.  7,  has  spurred  a  number  of  Orange 
street  urchins  on  to  imitation.  Not  long  ago  a  youngster  living  on  that 
thoroughfare  went  out  into  the  back  yard  early  one  morning  armed  with 
a  spade  and  a  long  pole.  With  the  former  he  dug  a  hole  in  the  ground, 
in  which  he  placed  the  latter,  and  firmly  fixed  it  there.  Then  he  rigged 
a  sort  of  rope  and  pulley  to  the  pole  and  hoisted  a  "  sort  of  a  kind  of" 
an  American  flag.  This  he  lowered  every  evening  and  hoisted  every 
morning  with  great  regularity  and  much  evident  satisfaction.  The 
small  boy  who  lives  next  door  soon  looked  over  the  fence  and  saw  what 
his  youthful  neighbor  had  been  doing;  and  forthwith  he  became  seized 
with  a  desire  to  do  likewise.  He  did  likewise,  and  very  soon  two  flags 
in  adjoining  yards  were  hoisted  and  lowered  with  great  regularity  every 
day.  Then  other  boys  who  lived  thereabouts  saw  the  flags,  and  now 
there  are  at  least  eight  or  nine  alleged  American  flags  fluttering  from 
as  many  poles  in  as  many  back  yards.  All  are  hoisted  in  the  morning 
and  lowered  at  evening. 


103 

the  other  tends  rather  to  degrade  it ;  the  first  view- 
appeals  to  the  higher  and  spiritual  nature  of  the 
child,  the  last  to  the  lower  and  sensuous  side  of 
that  nature.  The  advantages  claimed  for  the  sys- 
tem of  signals  in  which  the  national  ensign  forms 
but  a  single  component  part,  namely,  decrease  of 
tardiness  and  half-day  absences,  can  be  secured  as  I 
am  quite  confident,  and  as  experience  in  this  city 
has  sufficiently  proved,  by  the  use  of  a  system  of 
suitable  rewards.  Whatever  may  be  the  plan  fol- 
lowed, however,  let  us  by  all  means  seek  to  adopt 
such  an  one  as  will  elevate  the  child's  mind,  and  by 
exciting  the  nobler  emotions,  lead  its  thoughts  up- 
ward to  a  higher  sphere  than  that  in  which  they 
ordinarily  dwell ;  rather  than  appeal  to  that  selfish 
and  materialistic  element  in  its  character,  which  its 
daily  contact  with  the  rough  and  hard  side  of  life, 
may  be  trusted  to  foster  and  develop  only  too  well.. 

Duties  of  the  School  Standard-bearer. 

By  the  plan  which  has  been  sketched,  the  Class-' 
Flag  will  be  ordinarily  the  only  one  used  and 
saluted  by  the  assembled  school  at  the  morning, 
exercise.  But  once  each  week,  namely,  on  Patriot's; 
Day,  and  at  the  exercises  held  in  honor  of  au}- 
national  or  other  legal  holiday,  or  upon  any  other 
special  occasion,  the  standard  of  the  school  will 
replace  it.  It  follows  from  this,  that,  as  a  usual 
thing,  the  school  color-bearer  and  his  guard  will 
have  no  duty  to  perform  in  connection  with  the 
usual  morning  exercises,  for  four  mornings  in  the 


104 

week,  and  can  therefore  very  conveniently  discharge 
those  connected  with  raising  the  Signal  Flag,  to 
mark  that  the  school  is  in  session.  The  duty  of 
displaying  the  flag  at  morning  colors,  and  of  strik- 
ing it  at  evening  colors,  will  be  executed  in  the  fol- 
lowing manner : 

Fifteen  minutes  before  the  hour  for  opening  the 
school,  namely,  at  8:45  A.  M.,  the  school  standard- 
bearer  and  his  guard  will  assemble  at  the  Principal's 
office,  or  other  place  of  depository  of  the  flags,  and 
after  selecting  the  one  to  be  used  for  the  da}^,  accord- 
ing to  the  state  of  the  weather,  will  march  in  a 
body  by  twos,  in  an  orderly  manner,  the  color- 
bearer — carrying  the  colors — leading,  to  the  foot  of 
the  flag-staff,  if  in  the  yard  or  grounds,  or  to  such 
other  place  as  the  flag  is  to  be  raised  from. 

Arrived  at  the  spot,  the  flag  will  be  properly 
unrolled  and  attached  to  the  halyards  with  the 
assistance  of  the  guard.  All  being  in  readiness,  at 
precisely  8:55  A.  M.  the  colors  will  be  hoisted  to  the 
staff-head  by  the  color-bearer,  and  the  halyards 
secured  to  the  cleats.'*'  This  done,  he  will  give  the 
order,  "  Salute  the  flag !  "  Whereupon  he,  his 
guard  and  all  scholars  who  may  be  present,  will 
face  towards  the  colors  and  salute  them  ;  the  boys 
uncovering  the  head  by  taking  off  their  hat  or  cap 
for  an  instant,  the  girls  by  a  respectful  and  graceful 
bending  of  the  head  and  upper  part  of  the  body. 

*  Principals  who  are  not  familiar  with  handling  and  knotting  ropes, 
should  procure  the  services  of  a  sailor  or  rigger  to  teach  the  color- 
bearer  how  to  attach  the  flag  to  the  halyards,  and  how  to  belay. 


105 

If  tlie  act  of  raising  and  hauling  down  the 
national  colors  on  all  men-of-war  in  the  United 
States  Navy,  is  of  so  much  moment  as  to  be  consid- 
ered worthy  of  an  ofiicial  order  from  the  Cabinet 
of&cer  at  the  head  of  the  Navy  Department,  pre- 
scribing the  manner  in  which  that  ceremony  shall 
be  performed,  it  appears  to  me  that  there  is  no  better 
place  to  teach  that  respect  for  the  nation's  flag 
which  the  order  of  Secretary  Tracy — to  which  refer- 
ence has  already  been  made — inculcates,  than  in  the 
conduct  of  the  same  ceremony  by  the  children  of 
this  nation  in  the  public  school. 

This  act  of  respect  performed,  the  guard  will 
quietly  re-form,  and,  the  color-bearer  leading,  will 
return  to  the  main  hall,  from  whence  each  member 
will  proceed  to  join  his  class*  in  time  for  the  general 
assembly  of  the  school  at  9  A.  M. 

As  the  recess  from  12  m.  to  i  p.  m.,  or  at  the 
noonday  hour,  whatever  that  may  be,  is  not  a  final 
closing  of  the  school  exercises  for  the  day,  the  flag 
should  not  be  lowered  at  noon.  To  do  so  and  to 
rehoist  it  at  the  hour  of  assembly  in  the  afternoon, 
would  not  only  be  very  inconvenient  for  the  color 
guard — depriving  them  of  from  ten  to  fifteen  min- 
utes of  their  recess,  but  would  in  my  estimation 
greatly  detract  from  the  impressiveness  of  the 
whole  ceremony.  The  flag  should  remain  at  the 
flag-staff  head  undisturbed,  during  the  entire  official 
school-day. 

Five  minutes  before  the  hour  for  dismissing  the 
school,  the  color-bearer  and  the  guard  should  be 


106 

permitted  to  leave  tlieir  respective  classes,  in  order 
to  assemble  in  the  main  hall,  for  the  purpose  of 
striking  the  colors.  The  guard  will  proceed  from 
the  hall  to  the  foot  of  the  flag-staff  in  the  same 
order  they  did  in  the  morning,  and  will  detach  the 
halyards  from  the  cleats  and  free  the  flag  if  neces- 
sary, ready  for  hauling  down.  Two  minutes  after 
the  dismissal  of  the  school,  or  as  soon  as  the  great 
body  of  children  is  outside  the  building,  the  flag 
will  be  lowered  by  the-color-bearer ;  as  it  reaches  the 
ground,  he  will  command  salute  the  flag!  at  which 
order  the  guard  and  all  scholars  present  will  face 
towards  the  flag  and  salute  it,  as  was  done  in  the 
morning,  thus  formally  marking  the  close  of  the 
school-day. 

The  guard  will  then  carefully  fold  and  roll  up 
the  flag,  and  carry  it  to  the  place  of  deposit  for  the 
night.  If  it  is  wet,  it  should  be  spread  out  to  dry 
in  a  suitable  place  in  the  building,  in  the  care  of  the 
Janitor. 

The  school  standard-bearer  should  understand 
that  upon  him  rests  the  responsibility  of  raising 
and  lowering  the  flag  at  the  precise  time  appointed, 
no  matter  what  may  be  the  state  of  the  weather,  and 
that  the  whole  school,  by  whose  suffrages  he  has 
been  chosen,  will  hold  him  accountable  for  the 
fidelity  with  which  the  duties  of  the  trust  so  im- 
posed, are  fulfilled. 

In  view  of  this  responsibility,  it  would  appear 
quite  proper  for  this  ofiicer  to  make  to  the  Principal, 
at  stated  times,  for  the  information  of  the  school,  a 
report  of  the  manner  in  which  his  own  duties  and 


107 

those  of  the  guard  have  been  performed.  The  keep- 
ing of  the  necessary  data  or  memoranda  upon  which 
such  a  report  is  based,  and  the  preparation  of  the 
report  itself,  will  be  an  admirable  lesson  in  exact- 
itude of  expression,  systematic  method,  and  accurate 
observation,  all  of  which  are  essential  elements  in  a 
business  training.  This  report  will,  in  fact,  be  an 
accurate  chronological  history  of  the  school's  Signal 
Flag,  and  as  such  should  be  preserved  among  its 
archives,  in  addition  to  a  copy  being  exposed  upon 
the  notice-board  for  the  information  of  the  school. 

The  report  should  be  made  out  on  a  printed  form. 

I  present  the  following  as  a  suggestion  of  what  it 
should  be : 

E.EPORT  of  the  School  Standard-Bearer  of  the  Boys' 

Department  of  Grammar  School  No.  77,  New 

York  City,  for  the  school  week  ending 

June  7,  i88g,^' 

Personnel  of    j  Standard-Bearer Charles  Brown. 

THE  Guard.      \  Color  Guard J.  Smith.L.  Roberts,  Peter  Quinn, 

T.  Pope,  J  as.  Frazer,  S.  Cohen. 


Present  and  Absent. 

Monday  A.  M.  All  present  at  8:45  A.  m.     p.  m.  Quinn  absent,  sick. 

Tuesday  a.m.  "  "        but  Jas.  Frazer.  v.  U.  All  presetit. 

Wednesday  A.  M.     "         "         "  "  p.m.  " 

Thursday  A.  M.        T.  Pope  absent,  sick.  p.  M.  T.  Pope  absent,  sick. 

friday  A.  M.  All  present;  S.  Cohen  three 

minutes  late.  P.  M.  All  present. 

Service  Performed — State  of  the  Weather. 

Monday.  Large  flag  tip  all  day — fair  and  dry. 

Tuesday.  Large  flag  up  until  i   p.  m.,   when  heavy  storm  came  up. 

Storm  flag  put  up  at  i :  i<^  p.m. 

*  The  matter  in  italics  indicates  the  part  to  be  written  by  the  standard- 
bearer. 


108 

"Wednesday.     Storm  flag.  Navy  No.  8,  up  all  day,  by  order  of  Principal. 

Heavy  gale  of  wind  and  rain. 
Thursday.         Large  storm  flag  up  all  day — weather  cloudy  ajid  cool. 
Friday.  Large  flag  up  all  day.     Clear  and  flne  weather. 

Remarks. 

Jas.  Frazer  and  S.  Cohen  elected  May  30,  on  the  Guard,  took  office  on  June 
3,  in  place  of  H.  Rogers  and  Thomas  Peters,  whose  terms  of  office  expired. 

J.  Smith  having  resigned,  to  take  effect  June  10,  J.  Hallo)-an  was  ap- 
pointed by  the  Principal  to  fill  Smith's  unexpired  term. 

June  7,  "  Patriot's  Day.'"  the  school  was  presented  by  La  Fayette  Post, 
G.A.R.  No.  140,  of  the  City  of  New  York,  with  new  Signal  Flag,  ''Army 
Post  "  size,  10  X  20  feet. 

To  Respectfully  submitted, 

Mr.  Edivard  A.  Page,  Charles  Brown, 

Principal  Boys''  Department,  School  Standard-Bearer. 

Grammar  School  No.  77. 

Three  copies  of  this  report  should  be  prepared ; 
one  for,  the  archives,  one  for  the  notice-board,  and 
one  to  be  retained  by  the  standard-bearer.  The 
first  two  copies  should  be  handed  to  the  Principal, 
in  a  suitable  envelope,  properly  addressed,  on  Mon- 
day morning  at  8:45  A.  m. 


Thus  far  in  considering  the  best  methods  of  teach- 
ing patriotism,  I  have  spoken  only  of  the  use  of  those 
material  aids  by  which  we  can  reach  and  touch  the 
emotional  nature  of  the  child,  appealing  but  rarely 
and  then  only  incidentally  to  its  intellectual  powers. 
I  have  pointed  out  how  the  symbols  of  the  sov- 
ereignty and  power  of  the  nation — its  coat-of-arms 
and  its  flag — can  be  combined  in  the  form  of  a 
badge  for  daily  use  in  every  school,  and  how  the 
national  ensign  in  the  several  forms  of  the  Scholar's 
Flag,  the  Class  Flag,  the  School  and  the  Signal  Flag, 
■can  be  so  utilized  as  to  play  a  most  important  part 


109 

in  t"he  cultivation,  in  the  heart  of  every  pupil,  not 
only  of  the  minor  virtues  of  punctuality,  order,  neat- 
ness, cheerfulness  of  temper,  obedience,  truthfulness 
and  studiousness,  but  of  those  higher  and  nobler 
traits  of  character,  generosity,  integrity,  firmness, 
humanity,  magnanimity,  intrepidity  and  loyalt}^,  of 
which  true  patriotism  is  the  sum  and  crown  ;  and 
so  insensibly  to  the  child,  elevate  its  thoughts  and 
gradually  lead  its  mind,  through  the  constant  use 
and  continuous  training  of  the  highest  and  best 
attributes  of  its  nature,  to  a  profound  appreciation 
of  what  it  means  to  love  one's  country. 

At  the  risk  of  prolixity  I  have  sought  to  connect 
every  special  exercise  described,  and  every  use  of 
the  flag  suggested,  with  some  sound  reason  for  the 
step,  or  have  endeavored  by  means  of  such  exercise 
or  such  use,  to  illustrate  and  enforce  some  great 
political  principle,  which  it  is  desirable  should  be 
impressed  on  the  mind  of  the  child,  at  as  early  a 
day  as  possible  in  its  school  life. 

I  have  essayed  to  do  this,  not  through  the  medium 
of  text-books,  but  through  exercises,  which,  appeal- 
ing as  they  do  to  the  imagination  and  emotions, 
will  captivate  the  pupil,  but  at  the  same  time  con- 
form strictly  to  the  curriculum  now  in  force,  and  m 
no  wise  interfere  with  the  dail}''  exercises  as  now 
arranged. 

With  this  preface,  we  are  now  prepared  to  study 
that  aspect  of  our  subject,  in  which  the  mental 
powers  are  more  particularly  invoked,  and  to  which 
I  have  given  the  title  of  Intellectual  Pa- 
triotism. 


■s^'S 


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